Teacher Video Coaching, from Design Features to Student Impacts: A Systematic Literature Review

Autor/inn/en	van der Linden, Sara; van der Meij, Jan; McKenney, Susan
Titel	Teacher Video Coaching, from Design Features to Student Impacts: A Systematic Literature Review
Quelle	In: Review of Educational Research, 92 (2022) 1, S.114-165 (52 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van der Linden, Sara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/00346543211046984
Schlagwörter	Coaching (Performance); Video Technology; Faculty Development; Outcomes of Education; Program Design; Program Implementation; Educational Research; Inservice Teacher Education; Academic Achievement; Teacher Behavior; Pedagogical Content Knowledge; Learner Engagement; Teacher Attitudes; Early Childhood Education; Elementary Secondary Education; Postsecondary Education; Vocational Education + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Programme design; Programmaufbau; Programmplanung; Bildungsforschung; Pädagogische Forschung; Lehrerfortbildung; Schulleistung; Teacher behaviour; Lehrerverhalten; Pädagogische Kompetenz; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Post-secondary education; Tertiäre Bildung; Ausbildung; Berufsbildung
Abstract	Video and coaching as vehicles for teachers' professional development have both received much attention in educational research. The combination of the two, video coaching, where teachers watch and discuss videos of their own practice with a coach, seems especially promising, but there is limited insight into how the design leads to desired teacher and student outcomes through mediating enactment processes. This review systematically synthesized the occurrences and co-occurrences of video coaching design features, enactment processes, teacher outcomes, and student impacts as reported in 59 empirical studies. The literature corpus contained information on design features for all studies, but the video coaching enactment processes were described in only half of the studies. Altogether, the studies showed that video coaching can support some positive teacher outcomes, such as changes in pedagogical behavior, but evidence was not consistently reported for all types of outcomes. Few studies examined impacts on learners. Taken together, this review revealed important gaps in knowledge, which highlights the importance of paying attention to unpacking teacher learning processes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01