When teachers work toward the goal of using evidence of student learning to improve teaching, they typically use test scores, student work, portfolios, and a variety of formative assessments. Videotapes of teaching are another valuable form of evidence. Research has shown that analysis of videotaped teaching cases is effective in promoting teacher learning because of its ability to help teachers notice and recall evidence not easily captured in other data sources. In this article, the authors share an example of professional learning in which teachers use video to support their professional learning. Their research suggests that teachers who use videotaped records are more likely to make instructional decisions based on evidence.
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