ABSTRACT
It is a well-known phenomenon that bridging the gap between the teaching that takes place on campus and the experiences students have “out in the field” is challenging for teacher education across the world. In this chapter, the authors share a concrete example from a teacher education that has systematically used video in an attempt to bring the field to campus in the form of carefully sampled video data in addition to other relevant classroom data. The “analytical practice module” developed at the University of Oslo is presented and discussed. This is a module that has contributed to teacher students’ professional understanding of both teaching and educational research. The authors discuss the relevance of video data in teacher education and argue that understanding different research methods and analytical approaches concerns not only researchers and master’s students but also all professional teachers who actively engage in research throughout their careers.
