Video has been used in a multitude of ways throughout teacher preparation programs without a consistent application from all educators. Research has been conducted to examine ways in which video is leveraged to enhance understanding of teacher practices, student conceptions of mathematics, and what viewers notice while watching the video. This literature review will lay the groundwork of what has been discussed in the field of video use in teacher education, including in-service and preservice teachers. Detailed are the types of video databases that exist and the use of self-video in the classroom accompanied by the research findings for each. Due to an abundance of research in mathematics noticing, a section is devoted to the use of video in uncovering what viewers notice mathematically from their experience as well as the various modes of facilitation to use while harnessing the potential power of incorporating video in teacher education.

Type of Video Use

Currently, there exists multiple publically available databases of video from classrooms that can be used in preservice teacher education programs. As part of a large scale video study in 1999, the Trends in International Mathematics and Science Study (UCLA & Teaching, 1999) seven participating countries recorded more than 1,000 videos of eighth grade mathematics and science classrooms. While not all of the videos are available for public consumption, they have published a handful from each country to use in comparing and contrasting methods used in different countries by selecting videos that contain key features of lessons from a particular country. The number of videos available are limited and the amount of additional resources to accompany the videos are also limited. Viewers of the videos are provided transcripts, copies of classroom materials, and timestamped commentary from both researchers and filmed teachers.

WBGH Boston (1996) produced a video library for secondary mathematics (grades 9-12) using curriculum based on NCTM curriculum guidelines. While they claim the video uses a diverse group of settings including the types of developed human settlements and geographic regions in the United States, there are only a limited number of videos available and the videos are out of date. They highlight the use of collaborative work environments in the classroom as a model for what effective teaching might look like. These videos are considered exemplar teaching scenarios and include narration from the teachers about their lessons and commentary from the students to exhibit the effectiveness of the teaching methods in the video. They provide documents for exploration and discussion ideas to focus attention of the viewers on strengthening their ability to reflect.

The Mathematics Assessment Project (“Prototype Professional Development Modules,” n.d.) provides five modules for professional development using video of classrooms from England. Each module includes materials for viewers including lesson plans, videos of teachers implementing the lesson plan, and discussions of reflections by the teachers after the implementation and recording of the lesson. Professional development modules are also provided for either the viewer or facilitator including guiding questions for reflection on the activities. The videos are limited in the demographics represented including the