ABSTRACT
This chapter describes a video-based professional development program aimed at preparing teachers to teach the nature of science. Two unique features of the program (a two-stage approach and thematic approach) are highlighted and discussed in relation to the challenges of preparing teachers for reform-oriented teaching. A case study is developed to specifically look at how the innovative use of videos within the program enhances teacher learning. The findings suggest that the two unique approaches trigger teachers’ reflections on their own practices. The implications for how to make better use of video to enhance teacher learning of reform-oriented practices are discussed.
