ABSTRACT
In order to become a teaching professional, pre-service teachers need to practice actually being a teacher. For this reason, many teacher preparation programs provide their students with opportunities to practice teach and to benefit from these teaching experiences through guided, meaningful reflection. Digital video has been used for years as an effective tool for facilitating this process. In fact, there is a growing body of valuable research and practice being published on using video for teachers’ reflective practice, especially in the past decade or so. While there are too many quality studies to list exhaustively here, Tripp & Rich’s (2012a) review of over 50 of these studies would be a good start. This chapter draws from a strand of that research—engaging pre-service teachers in guided, video-based reflection on their own teaching.
