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

Gaudin, Cyrille; Chaliès, Sébastien

doi:10.1016/j.edurev.2015.06.001

Cited by 504 publications

(372 citation statements)

References 177 publications

(298 reference statements)

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“…One important distinction is individual self-study and collaborative or group self-study; the second is considered to offer slightly more objectivity since more voices are participating and eventually heard, but some authors have argued that this is related to the goals of self-study and the professional or moral values underpinning the whole exercise (Allard and Gallant 2012;Koster and van den Berg 2014). Invariably, biographies, core reflection, Socratic dialogue, and video-stimulated recall have been quite popular techniques, with the use of video been quite widespread over the last 20 years (Gaudin and Chaliès 2015;Greenwalt 2008;Hamilton 2012). John Lyle defines video-stimulated recall "an introspection procedure in which (normally) videotaped passages of behaviour are replayed to individuals to stimulate recall of their concurrent cognitive activity" (Lyle 2003: 861) .…”

Section: Contextual Example Contextual Examplementioning

confidence: 99%

Exploring whether (and how) self-reflection can improve practice as a teacher educator

Fragkos¹

2018

MedEdPublish

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Exploring whether (and how) self-reflection can improve practice as Exploring whether (and how) Abstract AbstractThe present essay describes a model under which a method of self-improvement of teacher-educator practice can be implemented by analyzing personal practices. I will focus my argument on investigating self-reflection and the subject under investigation will be the educator: how can they self-reflect in order to enhance their learning and hence their practice. The first step of the model is self-reflection. The second step will be self-study. The final step will be self-research techniques (such as autoethnography). This final step will provide the validity for improving personal practice in a possibly reliable way such that practices of narcissism and self-replicating redundancies or errors are avoided. By acknowledging the multiple identities a teacher assumes in their professional practice allows them to analyze them systematically and eventually improve on them.

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Section: Contextual Example Contextual Examplementioning

confidence: 99%

Exploring whether (and how) self-reflection can improve practice as a teacher educator

Fragkos¹

2018

MedEdPublish

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“…Taking the large body of research during the last years into consideration, video can be understood as a third supportive aspect for learning in TPD (Gaudin & Chaliès, 2015). Carefully selected video teaching excerpts provided opportunities to relate TPD contents to the teachers' practices and to enhance TPD content demonstratively Coles, 2013;Jacobs, Borko, & Koellner, 2009).…”

Section: Goal Clarity As An Element Of Productive Classroom Dialoguementioning

confidence: 99%

Toward Better Goal Clarity in Instruction: How Focus On Content, Social Exchange and Active Learning Supports Teachers in Improving Dialogic Teaching Practices

Alles¹,

Seidel²,

Gröschner³

2017

IES

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Goal clarity is an essential element of classroom dialogue and a component of effective instruction. Until now, teachers have been struggling to implement goal clarity in the classroom dialogue. In the present study, we investigated the classroom practice of teachers in a video-based intervention called the Dialogic Video Cycle (DVC) and compared it to the classroom practice of teachers in a traditional control group. We conducted video analysis (N = 20 lessons) of teaching practices at the beginning (pre-test) and at the end of the school year (post-test). Furthermore, we performed video analysis of intervention group teacher discussions during DVC meetings (N = 6 meetings). Comparative analysis between groups revealed changes in teaching practices towards better goal clarity for DVC teachers in comparison to the traditional control group. In-depth analysis of teacher discussions during DVC meetings showed that teachers continuously focused on goal clarity as the content of teacher professional development (TPD). They shared learning experiences and were actively involved in TPD learning activities. The study illustrates how components of effective TPD programs (content focus, social and active learning) translated into redefining and changing the teaching practice.

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“…During the last decade, a sharp number of studies have examined the influence of video viewing on teacher education (Gaudin & Chaliès, 2015). Therefore, the literature reveals two different instructional approaches to video viewing in teacher education.…”

Section: Introductionmentioning

confidence: 99%

“…Among the most significant benefits is heightened motivation, improved teaching activity, and optimized selective attention and knowledge-based reasoning (Gaudin & Chaliès, 2015). Concerning video viewing and pre-service teachers' motivation, studies showed the influence of video on teacher motivation (Barnett & Tyson, 1999;Moreno & Valdez, 2007).…”

Section: Introductionmentioning

confidence: 99%

Initial Training Programs’ Development in Physical Education through Video Viewing Courses of Exemplary Teaching Exercises

Rekik¹,

Bali²

2017

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The present study examined the effect of integrating video viewing courses of exemplary teaching exercises during the start-up of the academic year of teaching practice on the Pre-service Teachers' perceptions towards the initial training programs' effectiveness in physical education. Two hundred thirty two Pre-service Teachers (92 females and 140 males) aged between 21 and 23 (M age±SD = 21 ± 1.8 years) were recruited. Participants were randomly allocated into a control group (46 females, 70 males) which received a Traditional Form of Initial Training Program (TF-ITP), and an experimental group (46 females, 70 males) which received the New Form of Initial Training Program (NF-ITP). Responses to the Q4TE questionnaire (Grohmann & Kauffeld, 2013) for the assessment of the initial training programs' effectiveness were obtained in the completion period of the initial training. The Pre-service Teachers' perceptions regarding the initial training programs' effectiveness were significantly higher during the NF-ITP in comparison with the TF-ITP (p < 0.001) without any difference between genders. Findings suggested that integrating video viewing courses of exemplary teaching exercises during the start-up of the academic year of teaching practice would lead to make the initial training programs more efficient for the Pre-service Teachers of physical education.

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

Cited by 504 publications

References 177 publications

Exploring whether (and how) self-reflection can improve practice as a teacher educator

Exploring whether (and how) self-reflection can improve practice as a teacher educator

Toward Better Goal Clarity in Instruction: How Focus On Content, Social Exchange and Active Learning Supports Teachers in Improving Dialogic Teaching Practices

Initial Training Programs’ Development in Physical Education through Video Viewing Courses of Exemplary Teaching Exercises

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