Online video observation tools are becoming more common in teacher education as one of many measures we use to assess, evaluate, and support teacher candidates in the field. While there is significant support for its value in developing teaching practice, there appears to be little scholarly research with the explicit focus on how it can serve as a window into how teacher candidates are able to interact with diverse students and communities. By focusing more directly on how candidates interact a

Online video observation tools are becoming more common in teacher education as one of many measures we use to assess, evaluate, and support teacher candidates in the field. While there is significant support for its value in developing teaching practice, there appears to be little scholarly research with the explicit focus on how it can serve as a window into how teacher candidates are able to interact with diverse students and communities. By focusing more directly on how candidates interact a