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Using research data from elementary and secondary route preservice teachers in a two-year after-degree preparation programme, the study highlights preservice teachers’ responses to carefully selected video extracts. It discusses video’s advantages and limitations, arguing for more learner-focused episodes in preservice and inservice development and exploring how video supports reflective practice and imaginative rehearsal.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/canadian-journal-of-learning-and-technology-volume-332-spring-printemps-2007/597693/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/canadian-journal-of-learning-and-technology-volume-332-spring-printemps-2007/597693.png","ImageObject",300,407,{"name":92,"@type":93},"SANS","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research data does the paper use?","Question",{"text":112,"@type":113},"The study uses classroom data excerpts from the author’s university classroom, based on a two-year after-degree teacher preparation programme for elementary and secondary route preservice teachers.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are preservice teachers engaged with the video?",{"text":117,"@type":113},"Preservice teachers respond to carefully selected video extracts showing children learning mathematics in a high school class.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the main argument for using video?",{"text":121,"@type":113},"The paper argues for increased use of videotaped episodes that focus on learners rather than the classroom teacher, supporting reflective practice and imaginative rehearsal to reinforce teaching as a learning activity.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597693,1792167375,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760505,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Canadian Journal of Learning and Technology Volume 33(2) Spring / printemps 2007 Using video in teacher education *  \nJo Towers  \nAuthor  \nJo Towers is an Associate Professor in the Faculty of Education at the University of Calgary . Her research interests include the teaching and learning of mathematics, the phenomenon of mathematical understanding, teacher education, and qualitative research involving video . Correspondence regarding this article can be sent to: towers@ucalgary .ca  \nAbstract: This paper draws on a research study of elementary and secondary route preservice teachers in a two year, after degree teacher preparation programme . The paper includes excerpts of classroom data, taken from the author’s own university classroom, demonstrating preservice teachers ’ responses to carefully selected video extracts of children learning mathematics in a high school class also taught by the author. The paper includes commentary on some of the advantages and limitations of video asa teaching tool, develops an argument for the increased use, in both preservice teacher education and inservice teacher professional development, of videotaped episodes that focus on the learners rather than on the classroom teacher, and explores the value of having the teacher whose classroom is featured on the videos present for the discussion of the episodes . The paper explores the potential offered by video material to foster the belief that teaching is a learning activity by (i) refocusing attention on the learner rather than the teacher in the analysis of classroom practices, (ii) raising awareness of the importance of reflective practice, and (iii) providing a prompt for the imaginative rehearsal of action.  \nRé sumé : Le pré sent article se fonde sur une étude technique portant sur des stagiaires des niveaux primaire et secondaire dans un programme de pré paration à l’enseignement de deux ans aprè s l’obtention du diplôme . L’article comprend des extraits de donné es en salle de c lasse qui proviennent de la salle de classe de l’universit é de l’auteur mê me, illustrant les ré ponses des stagiaires à des extraits vidéo cho isis avec soins, extraits portant su des enfants apprenant les mathématiques dans une classe d usecondaire dont l’enseignant est l’auteur. L’article comporte des commentaires sur certains des avantages et limites du vidéo comme outil d’enseignement, il pré sente un argument pour l’augmentation accrue, à la fois pour l’éducation du stagiaire et le perfectionnement professionnel del’enseignant qualifié , des é pisodes sur cassette vidéo qui mettent l’accent  \nsur les apprenants pl utôt que sur les enseignants en salle de classe et examine s ’il est inté ressant que soit pré sent au moment de la discussion sur les é pisodes l’enseignant dont la salle de c lasse figure sur le vidéo . L’article analyse le potentiel du maté riel vidéo appuyant la croyance selon laquellel’enseignement est une activ it é d’apprentissage en (i) mettant l’accent sur l’apprenant pl utôt que sur l’enseignant dans l’analyse des pratiques d’une salle de c lasse, (ii) en effectuant une sensibilisation relativement à l’importance de la pratique réflexive et (iii) en guidant la ré pétit ion novatricede la mesure .  \nIntroduction  \nThough numerous educational research studies testify to the use of video recording as a major means of classroom data collection ( see, e .g., Pi rie & Kieren, 1994; Wood, Cobb, & Yackel, 1991) , and there is a significant body of literature dealing specifically with the ways in which video can be employed as a data collection and analysis tool ( see, e .g., Artzt & Armour Thomas, 1992; Bottorff, 1994; Calderhead, 1981; Goldman Segall, 1993; Marland, 1984; Pi rie, 1996) , it has been claimed that less attention has been paid to the use of videotaped episodes of classroom practice in the education and professional development of future and practising teachers ( Masingila & Doerr, 2002) . Some important examples exist, though, su","cbCaifhOSi4Mjkd5","https://ap.wps.com/l/cbCaifhOSi4Mjkd5","pdf",534271,25,"English","# Abstract\n# Introduction\n# Theoretical Framework—A Phronetic Approach to Teaching and Learning","[{\"question\":\"What research data does the paper use?\",\"answer\":\"The study uses classroom data excerpts from the author’s university classroom, based on a two-year after-degree teacher preparation programme for elementary and secondary route preservice teachers.\"},{\"question\":\"How are preservice teachers engaged with the video?\",\"answer\":\"Preservice teachers respond to carefully selected video extracts showing children learning mathematics in a high school class.\"},{\"question\":\"What is the main argument for using video?\",\"answer\":\"The paper argues for increased use of videotaped episodes that focus on learners rather than the classroom teacher, supporting reflective practice and imaginative rehearsal to reinforce teaching as a learning activity.\"}]","Canadian Journal of Learning and Technology - Volume 33(2) Spring / printemps 2007 | PDF",1792085523,63]