The concept of video-papers develops rapidly, especially within the field of pre- and in-service teacher education. The multi-mode presentation of professional literature as well as professional competence of practitioners has enabled teacher educators to better bridge between theory and practice. The lack of which seems to be heart of criticism of teacher education world wide (Smith & Lev Ari, 2005; Nieme, 2002). The concept of Video-papers is new, and as such, it is not yet solidly grounded in research. Authors involved with the current symposium have, in recent years, been researching ways of implementing video papers in teacher education with student teachers, and teacher educators (Olivero et al., 2004; Smith and Krumsvik, 2007). The research has been presented at various international conferences such as EARLI and ECER. In the current symposium the area of research has been expanded and includes research on video-papers as a a means for presenting theory, as a means of presenting research on teaching practice, and as a professional development tool for practitioners at various levels. The first paper discusses video-papers as a means to facilitate reading of theory in teacher education. Krumsvik and Smith examine student teachers' response to reading video papers compared to reading traditional papers as part of the compulsory reading for the one year post graduate teacher education course. In addition to a paper published as video-paper, traditional text-papers have been made into video-papers by inserting video-clips as explanations and illustration to the presented theory. The second paper is in itself a video-paper, reporting on practicing teachers' technological pedagogical content knowledge. Almaas and Krumsvik have video-recorded teachers' use of ICT in teaching in school, and extracts of the recordings have been inserted into the text of the paper. The authors have chosen to present their data in the inter-active mode of video-paper as an alternative way of presenting qualitative data. The last paper, by Olivero, reflects on how video-papers function as a tool for training and development of three different groups of practitioners, student teachers, school-based mentors, and novice university teachers. The author analyses the three groups of practitioners' reflection and growth working with video-papers as a tool for comparing professional development of student teachers. The significance of the current symposium lies mainly in the fact that it takes the idea of video-papers as a means for improving and documenting professional development activities and research in pre- and in-service teacher education a large step forward.

Each one of the three papers uses a different methodlogy. paper 1. uses an electronic questionnaire and structured interviews. paper 2 uses video recordings and interviews paper 3 uses observation and interviews

paper 1: Preliminary findings suggest that students who choose to read video papers find it more enriching due to the fact that the theoretical presentation in the text is illustrated by video-recordings, thus creating a plausible link between theory and practice in teacher education. The reading is perceived to be less tiring due to the multi mode interaction with the text, and theoretical concepts are clarified by visual illustrations. Moreover, it also seems to speak to the ICT literate generation of students. paper 2: Analysis of data is still in process paper 3: analysis of the data is still in process