Video in Teacher Learning: Through Their Own Eyes

Acknowledgments
Reference List: 20 Video Analyses of Teaching Tasks
About the Author
PART 1 • LAYING THE GROUNDWORK FOR POWERFUL USE OF VIDEO IN TEACHER LEARNING
Chapter 1 • Why Video for Teacher Learning?
Chapter 2 • What Observation Skills Need to Be in Place Before I Get Started With Video?
Chapter 3 • How Does the Way We Communicate Support Learning With Video?
Chapter 4 • What Are the Technical Aspects of Creating Video Recordings of Teaching?
PART 2 • 20 VIDEO ANALYSIS TASKS: A GUIDE FOR PRACTICE
Chapter 5 • Video Used to Introduce Classroom Observation
Chapter 6 • Video Used to Explore Dilemmas of Practice
Chapter 7 • Video Used to Build a Shared Professional Vision
Chapter 8 • Video Used For Developmental Feedback
Chapter 9 • Video Used For Evaluative Feedback
Chapter 10 • Creating a Video Library of Teaching
Final Thoughts: Video Analysis at Work
Index

Dr. Laura Baecher is Associate Professor of Teaching English to Speakers of Other Languages (TESOL) in the School of Education at Hunter College, City University of New York. She has been a teacher and teacher educator for over 25 years, and her research relates to teacher preparation, teacher leadership, supervision, and the use of video for teacher learning. She works closely with New York City public schools and has consulted with a variety of districts and colleges of teacher education in the areas of English learner education and the use of video for teacher coaching.

Harness the power of video to promote reflective practice

Video recording is the only feedback method that allows educators to view their teaching through their own eyes. Video in Teacher Learning provides guidance on how to get started and how to engage in nonjudgmental, descriptive analysis using this powerful tool.  Written for instructional coaches, administrators, supervisors, and individual teachers, it includes  

• scaffolding to counter resistance and cultivate a growth mindset.
• chapters on specific contexts including developmental, evaluative, and problems of practice.
• guidance for observation in specific grade bands and for specific student populations.
• templates and links to videos for video analysis tasks, step-by-step process outlines, real-world vignettes and application questions.