The use of video as a medium is seen by many as a suitable method for initial and further training processes in teacher training and is recommended in order to promote and support the professionalisation of (prospective) teachers. In the standards for teacher training in the field of educational science, the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder explicitly emphasises the potential of this medium for developing and promoting the skills required in the teaching profession.

These recommendations for the use of video as a medium in teacher training can be explained by the many advantages of this medium, only some of which are shown here as examples (Dorlöchter et al, 2004; Krammer & Reusser, 2005; Reusser, 2005; Trautmann & Sacher; 2010):

• Videos can be played several times and can be analysed and reflected on from different perspectives and with regard to different focal points.
  
  
• Due to their closeness to reality and their high information density, videos offer great potential for adequate access to teaching events and an authentic examination of real and complex teaching situations and processes.
  
  
• Videos can demonstrate certain theoretical or didactic concepts as well as design options for different phases/methods/procedures.

The successful and guided use of videos in teacher training can promote many different competences in trainee teachers.

Dorlöchter, H., Krüger, U., Stiller, E., & Wiebusch, D. (2004). Teaching through discourse. A project on video-supported development of teaching quality at the State Institute for Schools, Soest. SEMINAR – Teacher Training and Schools, 10(4), 127–142.

Krammer, K., & Reusser, K. (2005). Teaching videos as a medium for the initial and further education of lecturers. Contributions to Teacher Education, 23(1), 35–50.

Reusser, K. (2005). Situated learning with classroom videos. Journal of Teacher Education, (2), 8–18.

Trautmann, M., & Sacher, J. (2010). Video feedback as a tool for classroom development – justifications, concepts, open questions. In Classroom Development through Video Feedback: Learning to Communicate Better. Göttingen: Vandenhoeck & Ruprecht.

Videos are regarded as a suitable medium for the professional development of trainee teachers. However, trainee teachers can only develop their skills if learning through videos is deliberately structured. Simply watching videos offers little potential for developing professional competences (Trautmann & Sacher, 2010). Reflection on the video must be guided and supported by defining the framework and objectives of the reflection, formulating specific tasks, and having the discussion or reflection moderated by the lecturer (Krammer & Reusser, 2005). If these criteria for the use of videos in teaching are taken into account, various skills of trainee teachers can be developed, depending on the specific aim and nature of the video’s use, such as:

• Clarifying and expanding one’s own knowledge of teaching
• Linking theoretical and practical training content
• Developing the ability to reflect constructively on and discuss teaching
• Adequate perception and assessment of teaching features that promote learning
• Fostering the ability to think in a nuanced and critical manner
• Justifying decisions in the classroom using pedagogical arguments
• Raising awareness of and reflecting on the subjective cognitions and beliefs that guide one’s actions

Krammer, K., & Reusser, K. (2005). Teaching videos as a medium for initial and further education for lecturers. Beiträge zur Lehrerbildung, 23(1), 35–50.

Trautmann, M., & Sacher, J. (2010). Video feedback as a tool for teaching development – justifications, concepts, open questions. In Teaching development through video feedback. Learning to communicate better. Göttingen: Vandenhoeck & Ruprecht.