Using Video to Support In-Service Teacher Professional Development: The State of the Field, Limitations and Possibilities

Autor/inn/en	Major, Louis; Watson, Steven
Titel	Using Video to Support In-Service Teacher Professional Development: The State of the Field, Limitations and Possibilities
Quelle	In: Technology, Pedagogy and Education, 27 (2018) 1, S.49-68 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Major, Louis) ORCID (Watson, Steven)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2017.1361469
Schlagwörter	Foreign Countries; Video Technology; Technology Uses in Education; Inservice Teacher Education; Faculty Development; Outcomes of Education; Educational Practices; Instructional Effectiveness; Research Methodology; Educational Quality; Data Collection; Educational Research; Data Analysis; Elementary Secondary Education; Cognitive Processes; Literature Reviews; United States; United Kingdom; Germany; Netherlands; Bangladesh; Canada; New Zealand; Singapore; China; France; Hong Kong; Israel; Norway; Sweden; Taiwan; Turkey + Suchen Sie Ihr Suchwort? Ausland; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrerfortbildung; Lernleistung; Schulerfolg; Bildungspraxis; Unterrichtserfolg; Research method; Forschungsmethode; Quality of education; Bildungsqualität; Data capture; Datensammlung; Bildungsforschung; Pädagogische Forschung; Auswertung; Cognitive process; Kognitiver Prozess; USA; Großbritannien; Deutschland; Niederlande; Bangladesch; Kanada; Neuseeland; Singapur; Frankreich; Hongkong; Norwegen; Schweden; Türkei
Abstract	Video is increasingly used to support in-service teacher professional development (TPD). Advances in affordability and usability of technology mean that interest is set to develop further. Studies in this area are diverse in terms of scale, methodology and context. This places limitations on undertaking a systematic review; therefore the authors use a "scoping review" approach. Their analysis involves 82 studies from which they thematise subtopics and assess research characteristics. This provides a much-needed analysis to inform researchers and practitioners. Additionally, the authors identify robust studies that consider the effect of video on teacher cognition and classroom practice. A consistent finding is that video is effective when used as part of TPD. Since studies largely use thematic qualitative analysis, however, this consensus needs further examination. Further qualitative and quantitative research is needed to identify how the use of video impacts on classroom practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01