Instructional strategies for using video in teacher education

Tina Seidel, Geraldine Blomberg, Alexander Renkl

Research output: Contribution to journalArticlepeer-review

156 Scopus citations


Using video in teacher education can increase pre-service teachers' ability to apply knowledge. However, video is not effective in itself. To be useful, it must be embedded in appropriate instructional contexts. We investigated the differential impact of two university modules-one using video as an illustrative example (rule-example) and one using video as an anchor (example-rule)-on pre-service teachers' (N=56) knowledge. The rule-example group scored higher on reproducing factual knowledge and evaluating videotaped classroom situations, whereas the example-rule group scored higher on lesson planning. The findings emphasize the need for their targeted use depending on specific learning goals.

Original languageEnglish
Pages (from-to)56-65
Number of pages10
JournalTeaching and Teacher Education
StatePublished - Aug 2013


  • Instructional design
  • Pedagogical knowledge
  • Situated learning
  • Teacher education
  • Teacher knowledge
  • Video


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