ABSTRACT
Video can be used to document classroom practices—but also as a starting point to develop and continuously improve them. Drawing on recent educational research, this chapter shows how systematically using video to focus on targeted teaching practices and using criteria linked to the quality of these practices during mentoring can significantly improve the quality of teaching for students. Developing the teaching repertoire and quality of teaching practices of both pre-service and in-service teachers is a goal and a challenge for educational policymakers around the world. This chapter shares evidence from a range of studies in which videos from authentic classroom situations have been used for such purposes. The authors also share empirical data where pre-service and in-service teachers use video as a starting point for continuous teacher learning.
