Videotaped teaching segments and the preservice teacher: Developing reflective practice

Abstract

Abstract This article describes a project that uses videotaped segments of “best practice” teaching methods with freshman practicum students in a midsized university. The rationale, process of collecting teaching segments, and preliminary use of two tapes are presented. Initial response suggests that using videotaped teaching segments with preservice teaching majors is a positive approach to introducing students to the intricacies of teaching and learning.