Video viewing in teacher education and professional development: A literature review
ARTICLE
Cyrille Gaudin, Sébastien Chaliès
Educational Research Review Volume 16, Number 1, ISSN 1747-938X Publisher: Elsevier Ltd
Abstract
This article reviews the international literature on video viewing in teacher education and professional development. Two hundred and fifty-five articles were collected, summarized and categorized using a conceptualization that includes four aspects: teachers' activity as they view a classroom video, the objectives of video viewing, the types of videos viewed, and the effects of video viewing on teacher education and professional development. The findings in each of these aspects suggested three main questions that may profitably guide future research: How can teaching teachers to identify and interpret relevant classroom events on video clips improve their capacity to perform the same activities in the classroom? How can we best articulate the diverse objectives of video viewing and the diverse types of videos in teacher education and professional development programs? How can we create a “continuum” between teacher education programs and professional development programs in such a way that video viewing becomes a routine, familiar professional practice able to produce the desired effects over the course of an entire teaching career?
Citation
Gaudin, C. & Chaliès, S. (2015). Video viewing in teacher education and professional development: A literature review. Educational Research Review, 16(1), 41-67. Elsevier Ltd. Retrieved August 11, 2024 from https://www.learntechlib.org/p/197381/.
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Cited By
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Leveraging Analysis of Students’ Disciplinary Thinking in a Video Club to Promote Student-Centered Science Instruction
Tara Barnhart, California State University, Fullerton, United States; Elizabeth van Es, University of California, Irvine, United States
Contemporary Issues in Technology and Teacher Education Vol. 18, No. 1 (March 2018) pp. 50–80
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Video-Enhanced Training to Support Professional Development in Elementary Science Teaching: A Beginning Teacher’s Experience
Christine Hamel & Anabelle Viau-Guay, Université Laval, Canada; Luc Ria, ENS-Lyon, France; Justine Dion-Routhier, Université Laval, Canada
Contemporary Issues in Technology and Teacher Education Vol. 18, No. 1 (March 2018) pp. 102–124
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