Promoting video-based research in teacher education and professional development: A commentary on ontological, methodological and epistemological advances

Abstract

Video is a powerful tool that has widely been implemented in research on and practice in teacher education and professional development (PD). Therefore, this issue of LCSI is timely, and all articles provide insights into the “positioning” of video as an “ontological and epistemological” research tool beyond methodological developments. In the following, I do not intend to present each study in detail. Instead, I select research highlights from the papers and link their contributions to the overall aims of this special issue.