This study of action research, authored by three colleagues teaching the same teacher-education methods course but from different content areas, involves teacher-candidates' use of self-recorded limited-access YouTube videos to make their microteachings accessible to the authors, each of whom was teaching candidates of her or his content expertise in an online-only section of the course. Analysis of the candidates' video-recorded microteachings and of their comments in online course postings found that the use of videos were helpful in fostering candidates' readiness for student-centered teaching with effective methods for their respective content areas. The authors/instructors also found that the data from the videos enriched their assessments of such readiness.
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Abendroth et al. (2011) studied this question.
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