Exploring the Influence of Accomplished Teachers' Video and Commentary Pairing on Teacher Candidates' Noticing and Thinking about Practice

Document Type


Department or Administrative Unit

Educational Foundations and Curriculum

Publication Date



Teacher preparation programs are facing increased demands to link pre-service teachers to expert teachers. Literature has highlighted that utilizing accomplished teacher videos has the potential to buttress pre-service teachers’ professional learning. Over the last decade, several platforms have been developed that offer expert teacher videos and provide windows into expert practice. In general, though, the current video-based systems are limited because they do not shed light on the teacher’s thinking, planning, analysis, and reflection from the accompanying video. This article examines the efficacy of a platform that brings forward accomplished teachers’ thinking alongside their videos. The empirical evidence from this study indicated that, from the pre-service teachers’ perspective, the pairing of video and commentary helped them unpack the complexities of decision-making that accomplished teachers engage in when they plan, teach, and reflect on practice.


This article was originally published in Journal of Technology and Teacher Education. The full-text article from the publisher can be found here.

Due to copyright restrictions, this article is not available for free download from ScholarWorks @ CWU.


Journal of Technology and Teacher Education


© 2018 Society for Information Technology & Teacher Education