Instructional strategies for using video in teacher education

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. •Two instructional strategies for using video in teacher education were investigated.•A rule-example strategy scored higher in factual knowledge and class observation.•An example-rule group scored higher in identifying challenges in lesson planning.•The findings show a differential but positive effect of using video.•Implications call for the informed and specific use of video in teacher education.