School principals and university supervisors have limited time available for observing classroom teachers or teacher credential candidates as these individuals practice their craft in K-12 schools. Consequently, data capture during classroom observations is often perfunctory and fails to yield the type of information that can lead to substantial improvement in teaching practices. Traditional methods of videotaping the instructional performance of teachers and credential candidates are limited

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... cause they rely on "fixed-position" cameras focused solely on the teacher. Video data collected using these methods fails to capture information about how students respond to various instructional methods-critical information that can help practicing and aspiring teachers improve their pedagogical skills. Consequently, an exploratory study was conducted to test the perceived usefulness of two novel videography methods-first-person and timelapse-for teacher and credential candidate evaluation purposes. Fifty administrators-intraining, 90 pre-service credential candidates, 20 K-12 classroom teachers, and 20 K-12 students viewed video data captured in three formats-traditional, first-person, and time-lapse-and reported their perceptions of each method's usefulness for improving teacher practice. Results indicate that traditional and time-lapse videography methods capture useful data about teacher and credential candidate performance, but first-person videography provides the most beneficial data for improving instructional practice. Recommendations based on the findings are presented and discussed.