Constructive Features of Video Cases to be used in Teacher Education

After interacting with a Best Practices video case whole class and individually, preservice teachers were asked to reflect on what features they deemed helpful. In addition, they were asked to reflect on what additional features they would find desirable. The constant comparative method was used to analyze the data (Glaser, 1965). Three features were considered constructive: (1) modeling of teaching techniques (2) supplemental materials to support the video case and (3) observing classroom management. Concerning additional features, they wanted (1) an analysis of the lesson (2) improvements in technology and editing and (3) extended video case selections. The expressed features can guide the creation and use of video cases in preservice teachers’ education by providing direction for integration and development.