9. DESIGNING FOR TEACHER LEARNING: VIDEO-BASED CURRICULUM DESIGN

Abstract

Much enthusiasm exists for using video in teacher education and professional development. As this volume attests to, video-based resources are being used in a variety of teacher-learning contexts. Many educators are discussing their use of video; however, a problem receiving less attention is what it takes to design usable video-based curriculum for teacher learning. This chapter addresses a specific problem faced in using video as a tool for teacher professional development. The problem that is often overlooked is that video in of itself is not a curriculum. We cannot consider video a curriculum perhaps anymore than we can consider a whiteboard and markers a curriculum. Video is rather a medium which can be developed into a resource and used in specific ways to enhance learning. Video can become a part of a curriculum for learning if it is designed to be used in intentional ways towards intentional learning goals. The question then is – what does it take to actually assemble a usable video-based curriculum for teacher learning? Answering this question demands consideration of what and how teachers are intended to learn with this curriculum, and what opportunities the medium of video affords.

Citation

Le Fevre, D.M. (2003), "9. DESIGNING FOR TEACHER LEARNING: VIDEO-BASED CURRICULUM DESIGN", Brophy, J. (Ed.) Using Video in Teacher Education (Advances in Research on Teaching, Vol. 10), Emerald Group Publishing Limited, Leeds, pp. 235-258. https://doi.org/10.1016/S1479-3687(03)10009-0