Video technology in the assessment of an in-service teacher learning program

Video technology offers the possibility to make instructional situations available for discussion in teacher learning projects. For the confrontation with videotaped instructional situations, the teachers' rating of characteristics for instructional quality plays an imminent role. As criteria for instructional quality are often linked to the goals of the teacher learning project, the teachers' views offer possibilities to evaluate these projects. For the example of instructional situations in german classrooms concerning geometrical proof, differences in judgements on instructional quality are analysed. The study focuses on data of a cluster analysis showing initial divergencies in the rating of videotaped instructional situations and it describes how the teachers'views evolve.