Teachers’ reports of learning and application to pedagogy based on engagement in collaborative peer video analysis

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

“…and/or past teaching experiences in their own classroom (Gaudin & Chali es, 2015). For example, in the study by Christ et al (2014), PTs and ITs participated in video-based reflective discussions and documented their learning, sources of knowledge that contributed to their learning, and application of this learning to their teaching in their practical courses. Results show that PTs and ITs reported applying 40% of their learning; particularly, what they learned about methods and materials for instruction, and that they learned from both video and discussion almost equally.…”

Analysis of Laboratory Videos of Science Teacher Candidates with Many-Facet Rasch Measurement Model

“…The results of the analysis reveal that the videos of laboratory activities prepared by the science teacher candidates differ in terms of the evaluation criteria. In the reflection of the videos prepared by science teacher candidates on the performance analysis results, teacher candidates' ability to prepare different videos, their knowledge, attitude and interest, pedagogical competencies have been effective (Christ et al, 2014). In addition, the evaluation criteria used were effective to a certain extent.…”

The Design of Video-Based Professional Development: An Exploratory Experiment Intended to Identify Effective Features

“…Studies have demonstrated that video use supports teacher noticing of salient aspects of practice, including student thinking and interactions between teachers and students (Borko, Jacobs, Eiteljorg, & Pittman, 2008; Mitchell & Ariemma-Marin, 2015; Sherin & van Es, 2005; Tripp & Rich, 2012; van Es & Sherin, 2010). Similarly, analysis of video appears to support teachers’ learning about new instructional strategies (Sun & van Es, 2015), and teachers have reported applying in their lessons what they have learned through video analysis (Christ, Arya, & Chiu, 2014). As two examples, van Es and Sherin (2010) found that teachers who shared clips from their own lessons increasingly probed students’ thinking and made students’ ideas public, and Roth and colleagues (2011) found that teachers who analyzed their own lessons significantly increased their use of student thinking strategies.…”