Title Video viewing in teacher education and professional development: A literature review

Author Cyrille Gaudin & Sebastien Charles

Journal of Educational Research Review 16 (2015) p. 41-67

Background This review of the research literature reveals that video viewing has been increasingly employed
over the past 10 years in the education of preservice teachers (PTs) and the professional
development of inservice teachers (ITs), in all subject areas, at all grade levels, and all over the
world.
Video viewing to train PTs and ITs has become a significant part of teacher education and
professional development programs on nearly every continent. Videos have been used to train
PTs and ITs in a wide range of subject areas. Moreover, video viewing is used today to prepare
both primary and secondary school teachers.
1. Videos give PTs and ITs greater access to classroom events than classic observation without
sacrificing authenticity.
2. Technical progress has greatly facilitated video viewing. Digitalization, vastly improved
storage capacities, and sophisticated software have all contributed to the development of
video in the framework of professional practice analysis.
3. Video viewing is increasingly used as a means to facilitate the implementation of institutional
reforms. In the United States, for example, studies about video viewing have contributed to
the analysis of certain classroom events targeted by reforms and, in this sense, have lent
these reforms greater legitimacy.
Research Question 1. What is the nature of teachers activity as they view classroom videos?
2. What are the objectives of video viewing in teacher education and professional
development?
3. What type of video is viewed in teacher education and professional development?
4. What are the effects of video viewing on teacher education and professional development?

Purpose:
1. To determine the most vital and productive approaches or paradigms within the international
community
2. To summarize the main results of studies conducted within the framework of these
approaches,
3. To identify the questions that will need to be investigated in the coming years.
Method and Data Literature Review in three successive steps:
Collection 1. definition of the inclusion/exclusion criteria
2. data collection (literature search)
3. data analysis.
Result 1. Two main components of the nature of teachers' activity as they view a classroom video:
selective attention and knowledge-based reasoning
2. Objectives of video viewing in teacher education and professional development are:
to build knowledge on how to interpret and reflect
to build knowledge on what to do
Hybrid objective of video viewing
Choose the objectives of video viewing based on the learning goals
3. The nature of classroom videos viewed in teacher education and professional development
Viewing videos of unknown teacher activity
Viewing videos of peer activity
Viewing videos of one's own professional practice
Selecting and organizing videos to view in line with learning goals and contexts
4. The effects of video viewing on teacher education and professional development
Video viewing and teacher motivation
Video viewing and teacher cognition
Video viewing and teacher classroom practice
Recommendations for effective video viewing
Next research merited to investigate better understand on how to use video viewing within
the context of an entire teacher education and professional development program. In other
words, how can all the possibilities of video viewing be optimally combined over a longer time
scale? Recent work has been undertaken in this direction
Title What do teachers think and feel when analyzing videos of themselves and other teachers
teaching?
Author Marc Kleinknecht and Jrgen Schneider.
Journal of Teaching and Teacher Education, Vol. 33 (2013) p. 13-23
Background In recent years, classroom videos have become an important reflective tool for teacher
professional development.
1. Classroom videos activate prior knowledge and experience, and they foster an analytical
view of teaching situations that enables teachers to build practical knowledge through the
integration of theory and practice.
2. Evaluations of video-based PD have focused primarily on the cognitive processes of selective
attention and knowledge-based reasoning. And the study have shown that video-based PD
allows pre- and in-service teachers to improve their ability to notice and interpret important
features of classroom interactions as well as influences viewers motivationally and
emotionally in ways that text does not.
3. Research on Individual reflection through video shown high emotional and motivational
involvement of participants and positive changes in teachers noticing abilities. While,
reflecting to others video teaching may allow for more detached result.
And specifically, there is a lack of experimental work that systematically varies and investigates
a single dimension (learning goals, instructional design, or videotaped material) and controls for
the other dimensions.
This study focused on the effects of different videotaped material on teachers cognitive,
emotional, and motivational processes.
Research Question This study compared the reactions of individual teachers viewing videos of their own
instruction to the reactions of individual teachers viewing videos of others instruction. Three
main research questions were investigated:
1) What cognitive processes are activated when teachers observe videos of their own or
others teaching?
2) What emotional and motivational processes are activated when teachers observe videos of
their own or others teaching?
3) How are cognitive and emotional-motivational processes related while teachers are
observing videos?
Method and Data Quantitative of Quasi Experiment
Collection 1. Partisipants and Quasi Experimental Design
10 (Ten) eighth-grade mathematics teachers with between 2 and 30 years of teaching
experience. They were divided evenly into an Own Video Group and an Other Video
Group.
The five teachers in the Own Video Group had already been recorded in a previous video-
based classroom study on the use of cognition-activating tasks and questions during
everyday lessons. While the five others in the Other Video Group were recruited to match
the Own Video Group with respect to gender, subject being taught, and duration of
teaching experience.
Last, Five pairs of teachers were created, such that each pair consisted of one person from
the Own Video Group and one from the Other Video Group who commented on the same
video.
2. Data Collection
Each of the selected scenes was presented in a computer-based environment that integrated
a video tutorial and information about lessons and the concept of cognitive activation as well
as focused and unfocused questions.
In addition to the six open-ended questions, rating items with fixed responses were used to
evaluate the emotions and motivations evoked by the videos after each of the two stages of
observation.
3. Data Analysis
Teachers written comments were analyzed using a coding system that focused on the
cognitive processes of selective attention and knowledge-based reasoning processes, as well
as on emotional and motivational processes.
Result 1. Cognitive processes: selective attention and knowledge-based reasoning
2. Emotional-motivational processes: emotions, immersion, and resonance
3. Quantitative analysis revealed a significant correlation between reflection on alternatives
and negative emotions for all participants and high correlations between the two variables
for the Own Video Group and Other Video Group. These exploratory analyses suggest that
the depth of cognitively driven analysis is positively associated with negative emotions.
Title Reflective teaching and teacher education (BABON)
Author James Calderhead
Journal of Teaching & Teacher Education. Vol. 5. No I (1989), pp. 43-51.
Background The concept used of Reflective Teaching required further examination based on empirical
research on teaching and how teachers learn to teach, that existing research on teacher
cognitions, teachers knowledge, and the context of teachers learning has potential to extend
our understanding of the role of reflection in teacher education.
Research Question What is the nature of reflective teaching considering its implications for teacher profesional
development?
1. What is the definition of Reflective Teaching and its the implications of Reflective Teaching
for teacher education?
2. How has the development of research on Reflective Teaching been done?
3. What is Teachers Cognitions?
4. How knowledge is used in reflection?
5. What is the effects of Reflective Teaching in training context?
Method and Data Literature Review
Collection
Result