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 in discourse. A project for the video-supported further development of teaching quality at the State Institute for Schools, Soest. SEMINAR- Lehrerbildung und Schule, 10(4), 127-142.

Krammer, K., & Reusser, K. (2005). Instructional videos as a medium for teacher training and further education. Contributions to teacher education, 23(1), 35-50.

Reusser, K. (2005). Situated learning with instructional videos. Journal for Teacher Education, (2), 8-18.

Trautmann, M., & Sacher, J. (2010). Video feedback as an instrument for lesson development - justifications, concepts, open questions. In Lesson development through video feedback. Learning to communicate better. Göttingen: Vandenhoeck & Ruprecht.

Videos are seen as a suitable medium for professionalising trainee teachers. However, it is only possible for trainee teachers to increase their skills if learning with videos is consciously organised. Simply watching videos offers little potential for expanding professional competences (Trautmann & Sacher, 2010). Reflection on the video must be guided and accompanied by defining the framework conditions and objectives of the reflection, formulating concrete work impulses and moderating the discussion or reflection by the teacher (Krammer & Reusser, 2005). If these criteria for the use of videos in teaching are taken into account, different competences of the prospective teachers can be promoted, depending on the respective goal and type of use of the video, such as

• Explaining and expanding their own knowledge about teaching
• Linking theoretical and practical training content
• Enabling constructive reflection and exchange about teaching
• Adequate perception and assessment of teaching features that are effective for learning
• Promoting the ability to think in a differentiated and critical way
• Justifying decisions in lessons with didactic arguments
• Realising and reflecting on subjective cognitions/beliefs that guide actions

Krammer, K., & Reusser, K. (2005). Instructional videos as a medium for teacher training and further education. Contributions to teacher education, 23(1), 35-50.

Trautmann, M., & Sacher, J. (2010). Video feedback as an instrument for lesson development - justifications, concepts, open questions. In Lesson development through video feedback. Learning to communicate better. Göttingen: Vandenhoeck & Ruprecht.