Using video to support in-service teacher professional development: the state of the field, limitations and possibilities

Major, Louis; Watson, Steven

doi:10.1080/1475939x.2017.1361469

Cited by 89 publications

(48 citation statements)

References 49 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…A stated strength of the methodology is its ability to identify the key features of a diverse body of research in a connected manner (Davis et al 2009). Today, scoping reviews are an accepted means for reviewing educational research across a range of domains, particularly where those domains are 'breaking new ground' (e.g., DeLuca et al 2015;McEvoy et al 2015;Major and Watson 2017;O'Flaherty and Phillips 2015;Virtanen et al 2017).…”

Section: A Systematic Scoping Reviewmentioning

confidence: 99%

Classroom dialogue and digital technologies: A scoping review

et al. 2018

Self Cite

View full text Add to dashboard Cite

This article presents a systematic scoping review of the literature focusing on interactions between classroom dialogue and digital technology. The first review of its type in this area, it both maps extant research and, through a process of thematic synthesis, investigates the role of technology in supporting classroom dialogue. In total, 72 studies (published 2000-2016) are analysed to establish the characteristics of existing evidence and to identify themes. The central intention is to enable researchers and others to access an extensive base of studies, thematically analysed, when developing insights and interpretations in a rapidly changing field of study. The discussion illustrates the interconnectedness of key themes, placing the studies in a methodological and theoretical context and examining challenges for the future.

show abstract

Section: A Systematic Scoping Reviewmentioning

confidence: 99%

Classroom dialogue and digital technologies: A scoping review

et al. 2018

Self Cite

View full text Add to dashboard Cite

show abstract

“…Pre-service teachers needed to volunteer to participate in this study and, moreover, data privacy laws require parental consent of the school students. Therefore, video-based studies rarely involve large sample sizes (e.g., Major and Watson, 2018). Second, the CLASS K-3 was used, which is a highly implemented instrument to measure the quality of teacherstudent interactions.…”

Section: Limitationsmentioning

confidence: 99%

Development of pre-service teachers’ teaching performance in physical education during a long-term internship

Greve

Weber

Brandes

et al. 2020

Ger J Exerc Sport Res

View full text Add to dashboard Cite

show abstract

“…Based on a systematic review of 255 studies, Gaudin and Chaliès (2015) describe video as a "unique and potentially powerful tool" (p. 59), which has the potential to improve the quality of instruction. These conclusions are reinforced in a later review by Major and Watson (2018), covering 82 studies, which shows that the reviewed studies consistently find the use of video to be effective as part of teacher professional development. Furthermore, the most common focus in these studies is on eliciting teachers' reflection on teaching.…”

Section: Video-based Reflection As a Tool For Professional Developmentmentioning

confidence: 86%

Pre-Service Special Educators’ Understandings of Relational Competence

2021

View full text Add to dashboard Cite

Research demonstrates that the teacher-student relationship is essential for students with special educational needs. This article investigates how pre-service special educators (n = 74) perceive teachers’ relational competence, as manifested in their relations with students exhibiting behavioral difficulties. The data comprises educators’ written analyses of teacher-student interactions simulated through digital video, both before and after being provided with explicit criteria on teachers’ relational competence. The findings reveal a change in the educators’ perceptions as they shift from a focus on teaching strategies and the learning environment toward an awareness of teacher-student interaction, and from the teacher’s management of problematic student behavior toward an acknowledgment of the communicative and socio-emotional challenges in contexts involving students with different needs.

show abstract

Using video to support in-service teacher professional development: the state of the field, limitations and possibilities

Cited by 89 publications

References 49 publications

Classroom dialogue and digital technologies: A scoping review

Classroom dialogue and digital technologies: A scoping review

Development of pre-service teachers’ teaching performance in physical education during a long-term internship

Pre-Service Special Educators’ Understandings of Relational Competence

Contact Info

Product

Resources

About