Editorial: Considering Experience to Advance Research in Video-Enhanced Teacher Learning

Abstract

Improving the field’s knowledge about (a) how to better design video-enhanced programs to enable teacher trainees to have constructive experiences and (b) how to enact more efficient educational practices both hold promise for the design of new programs and together seem to be a valuable and innovative research and design area. This special issue addresses such questions within different disciplinary and content-related contexts, using a variety of focus and methods to elicit teacher experience in video-enhanced educational settings.