Making the Most of Teacher Self-Captured Video

Elizabeth A van Es, Shari L Stockero, Miriam G Sherin, Laura R Van Zoest, Elizabeth Dyer

Research output: Contribution to journalArticlepeer-review


Recent advances in technology have resulted in an array of new digital tools for capturing classroom video, making it much easier for teachers to collect video from their own classrooms and share it with colleagues, both near and far. We view teacher selfcaptured video as a promising tool for improving mathematics teacher education. In this article, we discuss three issues that are essential for making the most of selfcaptured video: camera position, how much video to capture, and when to specify tasks for capturing, selecting, and using video. We propose that the act of deliberately participating in the self-capture process, as well as viewing and analyzing one's own video with colleagues, offers worthwhile opportunities for mathematics teacher learning.
Original languageEnglish (US)
Pages (from-to)6-19
JournalMathematics Teacher Educator
Issue number1
StatePublished - Sep 1 2015
Externally publishedYes


  • Teacher professional development
  • Video analysis
  • Self-capture video

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