Cyrille Gaudin
University of Toulouse Jean Jaurès, France
Biography
A review of the research literature reveals that video technology has been increasingly employed over the past 10 years in the training of teachers, in all subject areas, at all grade levels, and all over the world (Gaudin & Chaliès, 2015). The literature presents three main reasons for the growing reliance on videos in teacher training. First, videos give teachers greater access to classroom events than classic observation without sacrificing “authenticity.” This method thus constitutes a choice “artifact of practice” that creates a link between the traditional theoretical education at the university and classroom practice. Second, technical progress has greatly facilitated video use. Digitalization, vastly improved storage capacities, and sophisticated software have all contributed to the development of video in the framework of professional practice analysis. Last, video technology is increasingly used as a means to facilitate the implementation of institutional reforms. The principal aim of this communication is first to present the different possible uses of video technology for teacher training, and then identify new avenues for innovation.