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

Abstract

Although video cases and video clubs have become popular forms of teacher professional development, there have been few systematic investigations of designs for such programs. Programs may vary according to (a) whether teachers watch videos of their own/their peers’ instruction, or whether teachers watch stock video of unknown teachers; and (b) whether discussions are led by trained facilitators or by participants themselves. Using a factorial design, we defined four treatment conditions based on these possibilities, then assigned three groups of teachers to each condition. Teachers watched, scored, and discussed mathematics instruction according to each treatment condition’s protocol. Evidence from groups’ conversations and teachers’ video analyses and lesson reflections suggest that the teacher-led, own-video condition is slightly superior to the other conditions.

Video Complexity: Describing Videos Used for Teacher Learning

“…Some researchers were explicit about whether the video was self-created or a stock video (e.g. Beisiegel et al, 2018), others included details about video length (e.g. Jilk, 2016), and some included reference to whether videos were edited or unedited (e.g.…”

“…As an example, Taylor et al (2016) implemented videocases for science teacher professional development and found a positive effect on their analysis of practice. Across disciplines, video is often used as a representation of practice (Grossman et al, 2014) to provide teachers opportunity to view classroom happenings either from their own classrooms or from the classroom of others (Beisiegel, Mitchell, & Hill, 2018). Various types of video have been employed to support teachers in a number of ways.…”

“…Jacobs, Lamb, & Philipp, 2010;van Es & Sherin, 2008). Other video club designers have supported teachers to identify and interpret students' thinking through various designs of video clubs (Beisiegel et al, 2018). In fact, Beisiegel and colleagues (2018) studied four aspects of video club design, including videos of a teacher's own practice (own-video), stock video, teacher-led meetings and facilitator-led meetings.…”

“…They used stock videos for use in a teacher preparation program as opposed to own-video (i.e. Beisiegel et al, 2018), and found that videos "are not all created equal in terms of the teaching and learning interactions that are made visible to the viewer" (p. 14). Superfine and Bragelman (2018) argue that additional consideration should be given to the characteristics of videos that are used to support teacher learning.…”

Use of the Flipped Classroom to Design Creative and Active Activities in the Field of Computer Science

“…Educational innovation includes the transformation of students into active agents through the use of ICTs (Chiecher & Melgar, 2018;Kang & Es, 2019). Advances in technology facilitate the creation of school activities focused on students (Beisiegel, Mitchell, & Hill, 2018). In particular, digital tools allow the communication, use and dissemination of information on the Internet (Ramírez Mera & Barragán López, 2018).…”