ABSTRACT
Since the digitization of video, video platforms are being established in teacher education and professional development (e.g., https://www.timssvideo.com" xmlns:xlink="https://www.w3.org/1999/xlink">www.timssvideo.com and https://www.unterrichtsvideos.ch" xmlns:xlink="https://www.w3.org/1999/xlink">www.unterrichtsvideos.ch). Video records of teaching and learning are attractive to teachers and teacher educators because video is a suitable medium to make the interactions within the instructional triangle concrete and vivid and thus connect practice with theory. Video enables viewers a vicarious experience of the teaching situation (cf. Laurillard, 1993) and can involve them both cognitively and emotionally. This added value is often assumed to be self-evident. It would, however, be valuable to examine empirically how video viewing impacts teachers. In the practice of teacher education, it is quite a challenge to make prospective teachers understand the relationships between teaching and learning, because thorough observation, analysis, and reflection are not skills and habits that they bring with them of their own accord. The same can sometimes even be said of mentors and teacher educators. It is therefore a reasonable assumption that teachers need training in observing and analyzing teaching and learning processes if they are to develop an eye for the manifold ways in which learners learn (cf. Brophy, 2004).
