Enhancing the Power of Video in Teacher Education

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Teacher Education".

Deadline for manuscript submissions: closed (15 October 2024) | Viewed by 6943

Special Issue Editor


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Guest Editor
Centre for Educational Development, Aarhus University, 8000 Aarhus, Denmark
Interests: the (video-based) analysis of differences in expertise between experts and novices in the area of classroom management; teacher–student feedback and feedback from colleagues; research interventions on teacher competences

Special Issue Information

Dear Colleagues,

The use of classroom videos has become a staple element of teacher education programs worldwide. Classroom videos serve as a powerful tool to bridge the gap between theory and practice, providing valuable situated learning experiences for both pre-service and in-service teachers. Extensive research highlights that video-based interventions tend to have a more significant impact on the development of (pre-service) teachers’ expertise compared to traditional methods such as text-based cases. Studies indicate that videos stimulate to a high degree of activation, immersion, motivation, and reflection. However, video usage can also entail potential drawbacks, such as attentional biases or cognitive overload. Attentional biases may restrict (pre-service) teachers to only notice limited aspects of classroom reality, while cognitive overload can overwhelm (pre-service) teachers due to the density of information in videos. To address these challenges and other limitations, researchers have analyzed instructional design elements for the effective integration of videos in teacher education in recent years.

This Special Issue aims to gather articles in this field to empower educators to maximizing the potential of classroom videos in teacher education. In this Special Issue, original research articles and reviews are welcome that contribute to our knowledge on how video-based interventions can meet the learning needs of a target audience (e.g., novices vs. experts), on how video materials (e.g., video length) and tasks (e.g., prompts, observation guides) need to be designed to facilitate learning, or which role teacher educators play in video-based interventions. Contributions applying different modalities (face-to-face, online, blended), educational levels (pre-service teacher education, in-service teacher education), or from different educational fields (e.g., medical education) are welcome.

Research areas may include (but are not limited to) the following:

  • Pre-service teacher education/ in-service teacher professional development;
  • Video-based intervention studies ;
  • Systematic/scoping reviews;
  • Qualitative and quantitative research;
  • Impact of videos on different expertise levels (novice vs. expert);
  • Impact of video material design (e.g., length, authentic vs. staged, complexity);
  • Impact of task design (e.g., prompts, observation guides, annotations);
  • Role of teacher educators;
  • Innovative methodological approaches (eye-tracking, VR).

I look forward to receiving your contributions.

Dr. Christopher Neil Prilop
Guest Editor

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Keywords

  • pre-service teacher education
  • in-service teacher professional development
  • classroom videos
  • video-based intervention studies
  • systematic/scoping reviews
  • qualitative and quantitative research

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Published Papers (5 papers)

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Research

19 pages, 493 KiB  
Article
Development and Initial Validation Steps of a Standardized Video Test Assessing Professional Vision of Classroom Management and Instructional Support
by Jasmin Lilian Bauersfeld, Patricia Bourcevet, Heike Hahn and Bernadette Gold
Educ. Sci. 2025, 15(6), 749; https://doi.org/10.3390/educsci15060749 - 13 Jun 2025
Viewed by 296
Abstract
Teachers’ professional vision (PV) is important for implementing teaching quality in classrooms. PV entails noticing and reasoning on relevant events out of classrooms’ complexity. Many events entail situations of classroom management and instructional support, which are crucial for student learning. Standardized video-based instruments [...] Read more.
Teachers’ professional vision (PV) is important for implementing teaching quality in classrooms. PV entails noticing and reasoning on relevant events out of classrooms’ complexity. Many events entail situations of classroom management and instructional support, which are crucial for student learning. Standardized video-based instruments have been used to validly and reliably gmeasure PV of classroom management and PV of instructional support. However, most instruments focused on one teaching quality dimension (e.g., on classroom management or instructional support) and used several classroom videos for each focus. Therefore, the present study gives preliminary insights into the standardized assessment of PV of multiple foci of teaching quality (i.e., classroom management and instructional support) using a single classroom video from an elementary math lesson. Participants were 221 math master’s student teachers, 83 math bachelor’s student teachers, 40 math pre-service teachers in the induction program, 19 elementary math teachers, and 19 math students. The results of confirmatory factor analyses displayed a good fit for a two-dimensional structure with the following factors: PV of classroom management and PV of instructional support. Furthermore, our findings showed that master’s student teachers and pre-service teachers differed from bachelor’s student teachers and math students in PV of classroom management, but not when compared to experienced teachers. In conclusion, the findings mark an important first step in developing an instrument that captures classrooms’ complexity by simultaneously measuring PV of multiple foci of teaching quality using the identical classroom video. Full article
(This article belongs to the Special Issue Enhancing the Power of Video in Teacher Education)
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28 pages, 325 KiB  
Article
Student Teachers’ Noticing of Teaching Quality in Video-Enhanced Campus Teaching
by Stefan Ting Graf and Hanne Fie Rasmussen
Educ. Sci. 2025, 15(6), 739; https://doi.org/10.3390/educsci15060739 - 12 Jun 2025
Viewed by 367
Abstract
This study explores how Danish student teachers notice teaching quality when engaging with video-enhanced campus teaching and the research-based observation manual PLATO. Despite the limited tradition of using systematic observation tools in Danish teacher education, this intervention study investigates how student teachers from [...] Read more.
This study explores how Danish student teachers notice teaching quality when engaging with video-enhanced campus teaching and the research-based observation manual PLATO. Despite the limited tradition of using systematic observation tools in Danish teacher education, this intervention study investigates how student teachers from three subject-didactical courses (Danish, English, and Mathematics) engage with the PLATO criteria during group discussions on classroom video clips. Teacher noticing is conceptualized as a set of interrelated competencies—observing, interpreting, deciding, and acting—across four phases of teaching practice. Through qualitative content analysis of the group discussions, this study reveals varying degrees of engagement with PLATO, ranging from strategic and superficial use to nuanced, criteria-based interpretations. While some student teachers struggle with the manual’s language and purpose, others demonstrate meaningful integration of PLATO with didactical theory. This study concludes that bridging the gap between international quality frameworks and national didactical traditions requires thoughtful integration and openness to diverse conceptualizations of teaching quality. The findings highlight the importance of how the work with video and teacher noticing is framed, modeled and scaffolded in teacher education to support student teachers’ acquisition of teacher noticing and the language of teaching quality. Full article
(This article belongs to the Special Issue Enhancing the Power of Video in Teacher Education)
28 pages, 1980 KiB  
Article
Developing and Validating a Video-Based Measurement Instrument for Assessing Teachers’ Professional Vision of Language-Stimulation Interactions in the ECE Classroom
by Lien Dorme, Anne-Lotte Stevens, Wendelien Vantieghem, Kris Van den Branden and Ruben Vanderlinde
Educ. Sci. 2025, 15(2), 155; https://doi.org/10.3390/educsci15020155 - 26 Jan 2025
Viewed by 1406
Abstract
This study reports on the development and validation of a video-based instrument to assess early childhood education (ECE) teachers’ professional vision (PV) of language-stimulation (LS) interactions. PV refers to noticing and reasoning about key classroom interactions, a skill that can be trained and [...] Read more.
This study reports on the development and validation of a video-based instrument to assess early childhood education (ECE) teachers’ professional vision (PV) of language-stimulation (LS) interactions. PV refers to noticing and reasoning about key classroom interactions, a skill that can be trained and distinguishes experts from novices. The instrument targets the PV of three language-stimulation (LS) strategies: language input (LI), opportunities for language production (OLP), and feedback (FB). The instrument measures noticing through comparative judgement (CJ) and reasoning through multiple-choice items. Construct validity was assessed using the AERA framework, using three samples: a sample of professionals (n = 22), a pre-service teachers’ sample (n = 107), and a mixed sample with in- and pre-service teachers (n = 6). Reliability and validity were confirmed, with strong reliability scores for the CJ aggregated “master” rank orders (SRR: 0.827–0.866). Think-aloud procedures demonstrated that respondents’ decisions during CJ were mainly based on LS-relevant video features. Decisions unrelated to LS require further study. Multiple-choice reasoning items were developed from professionals’ open-ended feedback. Pre-service teacher reasoning scores showed no significant predictors. Using real classroom videos, this instrument provides an ecologically valid, scalable tool for assessing teachers’ professional vision of LS interactions. This validated instrument offers a foundation for professional development programs aimed at addressing the theory–practice gap in early language education. Full article
(This article belongs to the Special Issue Enhancing the Power of Video in Teacher Education)
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16 pages, 1603 KiB  
Article
Teacher Candidates’ Perceptions of Peer and Instructor Feedback Through Video Annotations: Whose Advice Do They Prefer?
by Michael Otieno Okumu, Catherine Lammert and Halkano Michael Hargura
Educ. Sci. 2024, 14(12), 1361; https://doi.org/10.3390/educsci14121361 - 12 Dec 2024
Viewed by 1695
Abstract
Feedback literacy, defined as the ability to reflect on and implement constructive insights provided by others, is crucial for teachers’ professional growth. This study explores how Teacher Candidates (TCs) (n = 160) in an online reading methods course valued feedback on their teaching [...] Read more.
Feedback literacy, defined as the ability to reflect on and implement constructive insights provided by others, is crucial for teachers’ professional growth. This study explores how Teacher Candidates (TCs) (n = 160) in an online reading methods course valued feedback on their teaching videos from peers versus instructors, leveraging communities of practice as the theoretical framework. This study examines TCs’ preferences and rationales for feedback sources in design/development research, a unique contribution to feedback research in teacher education. Using a concurrent mixed-methods approach, we analyzed TCs’ ratings of the quality of tagged comments on videos of their classroom instruction provided by both groups, and we analyzed the reasons they provided for their ratings. Results of the independent samples t-test revealed that the TCs rated instructor feedback significantly higher than peer feedback. Thematic analysis of the qualitative data identified factors such as feedback specificity, constructive criticism, timeliness, expertise, emotional support, and practical application as central to TCs’ feedback preferences. However, TCs also recognized aspects of peer feedback they found valuable, underscoring the potential benefit of structured feedback training to improve peer feedback effectiveness. These findings highlight the need for targeted feedback literacy development to help TCs maximize the benefits of both instructor and peer feedback. Full article
(This article belongs to the Special Issue Enhancing the Power of Video in Teacher Education)
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19 pages, 657 KiB  
Article
Preservice Teachers’ Reflection Processes When Collaboratively Reflecting on Videotaped Classroom Teaching
by Lisanne Rothe and Kerstin Göbel
Educ. Sci. 2024, 14(12), 1357; https://doi.org/10.3390/educsci14121357 - 11 Dec 2024
Cited by 2 | Viewed by 1070
Abstract
It is imperative that (preservice) teachers engage in continuous reflection on their pedagogical practice to foster their continuous professional development. Teaching videos are therefore used in teacher education programmes to stimulate reflection. The authentic presentation of teaching through videos enables (preservice) teachers to [...] Read more.
It is imperative that (preservice) teachers engage in continuous reflection on their pedagogical practice to foster their continuous professional development. Teaching videos are therefore used in teacher education programmes to stimulate reflection. The authentic presentation of teaching through videos enables (preservice) teachers to reflect on certain aspects of teaching. To enhance the reflection quality of (preservice) teachers, it is essential that they receive structured support throughout the reflection process. The following article examines the reflection processes of preservice teachers who took part in the FLECTT project (Collegial video-based reflection on teaching in Reflecting Teams) at the University of Duisburg-Essen. During their practical semester, preservice teachers had the opportunity to reflect on videotapes of their own teaching in a collegial reflection setting. As only a few studies have investigated processes of collegial video-based reflection of preservice teachers, the following study addresses this research desideratum and investigates the reflection processes by means of an explorative, qualitative study. The findings suggest that preservice teachers engage intensively with the teaching video. They reflect on their personal experiences and develop new alternative courses of action. However, it seems to be crucial that the participants are familiar with the specific setting in order to be able to participate effectively in the reflection process. In addition, the high level of engagement with the teaching video seems to have an effect on the concentration or fatigue of the preservice teachers. Full article
(This article belongs to the Special Issue Enhancing the Power of Video in Teacher Education)
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