Abstract
Since the beginning of the new millennium, the use of digital video for teacher education
and professional development (PD) has grown into a burgeoning and exciting
field of research and development (R&D). The collection of empirical studies in this
special issue clearly exemplifies this trend. I will begin this comment by pointing
out the societal relevance of developments in this field. Then I will discuss the nature
of the findings of the six studies and their implications for the design of video
interventions as well as for theory and research.
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