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

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.

Comparing video and virtual reality as tools for fostering interest and self‐efficacy in classroom management: Results of a pre‐registered experiment

“…Last but not least, the finding that the video group also improved in triggered interest and self-efficacy in classroom management, although to a lesser extent, speaks to the longacknowledged benefits of classroom recordings (eg, Tripp & Rich, 2012;van der Linden et al, 2022). Our findings also confirmed that the video task imposed less extraneous cognitive load than VR.…”

“…Classroom video has long been incorporated into different stages of teacher education (Santagata et al, 2021;van der Linden et al, 2022). In the pre-service stage, video is considered an advantageous medium (Ramos et al, 2021) that helps student teachers "to activate, acquire, and apply knowledge in a meaningful way" (Blomberg et al, 2013, p. 93).…”

Fostering noticing in prospective teachers through a video-based course: Results of an intervention study from China

“…In recent decades, the use of video in teacher professional learning has increased (Seago, 2003). The use of video-based teaching in teacher preparation has become a significant element of teacher education programs and has shown the most significant benefits in motivation, optimized cognition, and improved classroom practices (Gaudin & Chaliès, 2015;Hamel & Viau-Guay, 2019;Hrastinski, 2021;Ramos et al, 2021;van der Linden et al, 2022). Video allows teachers to focus on students' ideas, instructional interactions, or teaching actions.…”

An equitable and scalable approach to track fidelity of implementation in partnership with teachers

“…Video provides the opportunity for collaborative review and consensus coding, training and building inter-rater reliability as well as coaching skills to support each teacher and the children in their classroom (van der Linden et al, 2022). Video enables fast-cycle trials to evaluate the impact of professional development and individualized coaching, supporting innovation within the coaching staff, and leverages the potential to get rapid feedback from a video within a short period of time to observe if there is an improvement in teachers' application of teaching practices and fidelity of implementation.…”

“…Video enables fast-cycle trials to evaluate the impact of professional development and individualized coaching, supporting innovation within the coaching staff, and leverages the potential to get rapid feedback from a video within a short period of time to observe if there is an improvement in teachers' application of teaching practices and fidelity of implementation. Moreover, video data can be re-analyzed in the future as fidelity measures are revised, providing an on-going source of valuable data (e.g., Clarke and Hollingsworth, 2002;van der Linden et al, 2022).…”