Integrating Video into Pre-Service and In-Service Teacher Training

Integrating Video into Pre-Service and In-Service Teacher Training

Pier Giuseppe Rossi (University of Macerata, Italy) and Laura Fedeli (University of Macerata, Italy)
Indexed In: SCOPUS
Release Date: September, 2016|Copyright: © 2017 |Pages: 340
ISBN13: 9781522507116|ISBN10: 1522507116|EISBN13: 9781522507123|DOI: 10.4018/978-1-5225-0711-6


The utilization of media has proven to be a beneficial instructional method in learning environments. These tools are particularly useful for teacher training, promoting better reflection on current practices.

Integrating Video into Pre-Service and In-Service Teacher Training provides a comprehensive overview on the application of class video recordings to encourage self-observation of personal teaching methods and improve everyday classroom habits. Highlighting concepts relating to professionalism, didactics, and technological techniques, this book is a pivotal reference source for researchers, educators, practitioners, and students.

Topics Covered

The many academic areas covered in this publication include, but are not limited to:

  • Didactic Transposition
  • Expertise-Based Training
  • Formative Assessment
  • Mathematics Education
  • Professional Development
  • Self-Assessment Practices
  • Social Networking

Reviews and Testimonials

This volume consists of 14 essays by educators from Europe, the US, and Brazil, who examine the use of class video recordings in pre-service and in-service teacher training. They address teacher professionalism aspects, including the uses of video for teacher reflection, to involve students in discussion with the teacher and university professor, and to record didactic practices, as well as the design of a collaborative video learning lab. They discuss videos in math and history teaching; video analysis and self-assessment; and the processes and techniques of video making, such as incorporation into social networking sites, uses in an expertise-based training program, and video production.

– Protoview Reviews

Visual learning is fundamental to the education process in the twenty-first century, and this title provides a comprehensive overview of the use of video for teaching the teacher. Edited by Pier Rossi and Laura Fedeli, educational practitioners and researchers have contributed to this professional development source. This volume is part of the Advances in Higher Education and Professional Development (AHEPD) Book Series which is a conduit for researchers and academics to publish their research in areas of curriculum design, higher education, pedagogy, and professional development.
The valuable “Detailed Table of Contents” provides a paragraph presenting the subject area of each of the 14 chapters. Chapters include case studies, methodologies, and theories. Chapters open with an abstract and introductory information. Contributors present the research on using video to modify classroom teaching and studies have interviews, black-and-white figures, solutions, and conclusions. References and notes complete chapter content. The back matter is standard, with a lengthy "Compilation of References" which will extend areas of study.
In using film to teach, the intent of experimenting and observing is to build individual classroom teaching models for best student learning experiences in the classroom. Additionally, chapters address social networking sites for open learning and the nuts and bolts of filming for both the novice and expert.
This text provides research documentation for film creation leading to improved teaching methods. The information will be best utilized by “teachers of the teachers,” pre-service and in-service teachers looking to improve their style, and administrators investigating options in professional development.

– Janis Minshull, ARBA Reviews

Table of Contents and List of Contributors

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Author(s)/Editor(s) Biography

Pier Giuseppe Rossi is full professor at the department of education, Cultural Heritage and Tourism at University of Macerata (Italy). He is the author of several books, book chapters and scientific articles in the field of Educational Technologies and Didactics.
Laura Fedeli has an MSc (Instructional Technology and Distance Education, USA) and a PhD in e-Learning, Knowledge Management and Psychology of Communication (Italy + EU label). She has been involved in a number of European projects dealing with e-learning, quality procedures and policies and the use of social media in education and teacher training. She is currently a lecturer at the University of Macerata where she has been working since 2008.