LAUSR

Abstract Video use in teacher education can improve teacher/student learning, but teacher educators' extent/uses of video, or what supports or hinders their uses, have not been documented. This study explores these issues. 208 teacher educators’' survey responses regarding their practices across 977 teacher-education courses during one academic year were analyzed using multilevel, multivariate outcome analyses to identify relations between explanatory variables (institutional supports or barriers, teacher-educator characteristics, course attributes, educator beliefs, and video properties) and types of video uses (self-reflection, peer discussion, professor-led discussion, case studies, and multimedia). Findings show often infrequent/unvaried use of video. More frequent/varies video methods are needed.