NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1156834
Record Type: Journal
Publication Date: 2017
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1742-5964
Teacher Educators Struggling to Make Complex Practice Explicit: Distancing Teaching through Video
Klein, Emily J.; Taylor, Monica
Studying Teacher Education, v13 n3 p312-330 2017
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.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: N/A
Identifiers - Location: New Jersey
Grant or Contract Numbers: U336S090031