  This article reports on a case study on teachers' video-enhanced education.
Considering the fact that video exemplification is a thriving practice in the
field although there is little consensus in the literature regarding its
instructional issues, it seems appropriate to focus on the activity carried out
by teachers in video-enhanced devices in order to identify promising
characteristics (nature of the examples, types of associations between them,
documentation methods, organization and scenarization, etc.). This study
involved six trainees who used, during two sessions of 45 minutes, a digital
device based on a " pedagogy of typical professional paths " (Durand, 2014; Ria
\& Leblanc, 2011). The goal was to better understand their use of video
exemplification and sense-making. The results indicate that student teachers
(i) preferentially target resources about "economic rules"; (ii) plebiscite
classroom situations, always consulted; (iii) are particularly interested (even
if they are sometimes disappointed) in the experts' testimonies; (iv) initially
show a distrust toward resources assumed to be theoretical; (v) get gradually
interested in these resources during the second session. We conclude with
several empirical and technological prospects for the design of video-enhanced
devices for teacher induction.
