Facilitating Video Analysis for Teacher Development: A Systematic Review of the Research
Laura Baecher, Shiao-Chuan Kung, Sarah Laleman Ward, Kimberly Kern, Hunter College, City University of New York, United States
Journal of Technology and Teacher Education Volume 26, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Video analysis of classroom practice as a tool in teacher professional learning has become ever more widely used, with hundreds of articles published on the topic over the past decade. When designing effective professional development for teachers using video, facilitators turn to the literature to identify promising approaches. This article offers a comprehensive, systematic review of the international literature on video viewing in teacher education and professional development. Over 100 articles published in a five-year period between 2012-2016 were collected and findings examined as data in regards to the contexts for the use of video in teacher learning, the type and focus of the video observation, and teachers' and facilitators’ activities as they view classroom video.
Baecher, L., Kung, S.C., Laleman Ward, S. & Kern, K. (2018). Facilitating Video Analysis for Teacher Development: A Systematic Review of the Research. Journal of Technology and Teacher Education, 26(2), 185-216. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved June 24, 2018 from https://www.learntechlib.org/primary/p/181138/.
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