Recent performance-based teacher assessments have challenged
teacher educators to rethink the ways that candidates are prepared
in education programs. edTPA (formerly the Teacher Performance
Assessment) requires teacher candidates to demonstrate knowledge
and skills through authentic teaching artifacts, written
commentary, and video clips recorded in real classroom settings. As
part of the edTPA requirements, teacher candidates submit video
clips of their own teaching to be viewed and assessed by
evaluators. This implies that teacher candidates should know how to
utilize their own videos for the purpose of improving their
instructional skills as well as the learning of their students.
These initiatives have urged teacher educators to prepare their
candidates for the active use of video-recorded instruction either
in university classrooms or in field-based practices. This book
provides research-based strategies to support video analysis of
authentic teaching in initial teacher education programs. It also
presents a review of video recording tools in reference to their
features and practicality for different educational settings.
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