Document Type
Article
Publication Date
9-2-2017
Journal / Book Title
Studying Teacher Education
Abstract
This self-study examines our use of video with a cohort of preservice teachers as a means to address the challenges we face as teacher educators who are working with candidates in extensive clinical practice. We came to video as a nuanced way to discuss and make meaning of complex practice and as a means of bridging theory and practice. We found that our use of video supported preservice teachers and their mentors in decomposing, representing, and approximating practice. We also found that, as suggested by the literature, the use of video distanced preservice teachers from their experiences in practice. Finally, we discuss the implications for using video to support the work of rich clinical teacher education.
DOI
10.1080/17425964.2017.1366307
MSU Digital Commons Citation
Klein, Emily J and Taylor, Monica, "Teacher Educators Struggling to Make Complex Practice Explicit: Distancing Teaching through Video" (2017). Department of Teaching and Learning Scholarship and Creative Works. 55.
https://digitalcommons.montclair.edu/teaching-learning-facpubs/55
Published Citation
Klein, E. J., & Taylor, M. (2017). Teacher educators struggling to make complex practice explicit: Distancing teaching through video. Studying Teacher Education, 13(3), 312-330.