You are here:

Facilitating Video Analysis for Teacher Development: A Systematic Review of the Research

, , , , 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 March 21, 2019 from .

View References & Citations Map


  1. Ajayi, L. (2016). How intern teachers use classroom video for self-reflection on teaching. The Educational Forum, 80(1), 79-94.
  2. Alexander, M., Williams, N. A., & Nelson, K. L. (2012). When you can’t get there: Using video self-monitoring as a tool for changing the behaviors of pre-service teachers. Rural Special Education Quarterly, 31(4), 18-24.
  3. Arslan, F. Y., & İlin, G. (2013). Effects of peer coaching for the classroom management skills of teachers. Journal of Theory and Practice in Education, 9(1), 43-59.
  4. Baecher, L., & Kung, S. C. (2011). Jumpstarting novice teachers’ ability to analyze classroom video: Affordances of an online workshop. Journal of Digital Learning in Teacher Education, 28(1), 16-26.
  5. Baecher, L., Kung, S. C., Jewkes, A. M., & Rosalia, C. (2013). The role of video for self-evaluation in early field experiences. Teaching and Teacher Education, 36, 189-197.
  6. Baecher, L., Rorimer, S., & Smith, L. (2012). Video-mediated teacher collaborative inquiry: Focus on English language learners. The High School Journal, 95(3), 49-61.
  7. Beswick, K., & Muir, T. (2013). Making connections: Lessons on the use of video in pre-service teacher education. Mathematics Teacher Education and Development, 15(2), 1-22.
  8. Blomberg, G., Seidel, T., Renkl, A., Sherin, M. G., & Borko, H. (2013). Five research-based heuristics for using video in pre-service teacher education. Journal for Educational Research Online / Journal Für Bildungsforschung Online, 5(1), 90-114.
  9. Borko, H., Koellner, K., & Jacobs, J. (2014). Examining novice teacher leaders’ facilitation of mathematics professional development. The Journal of Mathematical Behavior, 33, 149-167.
  10. Borko, H., Koellner, K., Jacobs, J., & Seago, N. (2011). Using video representations of teaching in practice-based professional development programs. ZDM, 43(1), 175-187.
  11. Brantlinger, A., Sherin, M. G., & Linsenmeier, K. A. (2011). Discussing discussion: A video club in the service of math teachers’ National Board preparation. Teachers and Teaching: theory and practice, 17(1), 5-33.
  12. Burns, R., Jacobs, J., & Yendol-Hoppey, D. (2016). Preservice teacher supervision within field experiences in a decade of reform. Teacher Education and Practice, 29(1), 46-75.
  13. Ceven McNally, J. (2016). Learning from one’s own teaching: New science teachers analyzing their practice through classroom observation cycles. Journal of Research in Science Teaching, 53(3), 473-501.
  14. Cherrington, S., & Loveridge, J. (2014). Using video to promote early childhood teachers’ thinking and reflection. Teaching and Teacher Education, 41, 4251.
  15. Christ, T., Arya, P., & Chiu, M. M. (2012). Collaborative peer video analysis: Insights about literacy assessment and instruction. Journal of Literacy Research, 44(2), 171-199.
  16. Colasante, M. (2011). Using video annotation to reflect on and evaluate physical education pre-service teaching practice. Australasian Journal of Educational Technology, 27(1), 66-88.
  17. Coles, A. (2014). Mathematics teachers learning with video: The role, for the didactician, of a heightened listening. ZDM, 46(2), 267-278.
  18. Cuthrell, K., Steadman, S. C., Stapleton, J., & Hodge, E. (2016). Developing Expertise: Using video to hone teacher candidates’ classroom observation skills. The New Educator, 12(1), 5-27.
  19. Danielowich, R. M. (2014). Shifting the reflective focus: Encouraging student teacher learning in video-framed and peer-sharing contexts. Teachers and Teaching, 20(3), 264-288.
  20. Deaton, C. (2012). Examining the use of a reflection framework to guide teachers’ video analysis of their science teaching practice. European Journal of Science Education, 16(2), 1-21.
  21. Durand, J., Hopf, M., & Nunnenmacher, S. (2016). Potentials and challenges of video-based self-reflection for the professionalisation of early childhood education and care professionals. Early Child Development and Care, 186(1), 23-41.
  22. Endacott, J. L. (2016). Using video-stimulated recall to enhance preserviceteacher reflection. The New Educator, 12(1), 28-47.
  23. Estapa, A., Pinnow, R. J., & Chval, K. B. (2016). Video as a professional development tool to support novice teachers as they learn to teach English language learners. The New Educator, 12(1), 85-104.
  24. Fukkink, R. G., Trienekens, N., & Kramer, L. J. (2011). Video feedback in education and training: Putting learning in the picture. Educational Psychology Review, 23(1), 45-63.
  25. Fuller, F. F., & Manning, B. A. (1973). Self-confrontation reviewed: A conceptualization for video playback in teacher education. Review of Educational Research, 43(4), 469-528.
  26. Gaudin, C., & Chaliès, S. (2015). Video viewing in teacher education and professional development: A literature review. Educational Research Review, 16, 41-67.
  27. Good, T. L., & Brophy, J. E. (1984). Looking in classrooms (3rd ed.). New York: Harper & Row.
  28. Grant, M. J., & Booth, A. (2009). A typology of reviews: An analysis of 14 review types and associated methodologies. Health Information and Libraries Journal, 26, 91–108.
  29. Gröschner, A., Seidel, T., Pehmer, A. K., & Kiemer, K. (2014). Facilitating collaborative teacher learning: the role of “mindfulness” in video-based teacher professional development programs. Gruppendynamik und Organisationsberatung, 45(3), 273-290.
  30. Grossman, P. (2010). Learning to practice: The design of clinical experience in teacher preparation, Policy Brief. Washington, DC: American Association of Colleges of Teacher Education.
  31. Gün, B. (2012). Views of teacher performance: To what extent do multiple observers converge? Eurasian Journal of Educational Research, 46, 81-100.
  32. Hawkins, S., & Park Rogers, M. (2016). Tools for reflection: Video-based reflection within a preservice community of practice. Journal of Science Teacher Education, 27(4), 415-437.
  33. Hennessy, S., Mercer, N., & Warwick, P. (2011). A dialogic inquiry approach to working with teachers in developing classroom dialogue. Teachers College Record, 113(9), 1906-1959.
  34. Ho, K. F., & Tan, P. (2013). Developing a professional vision of classroom practices of a mathematics teacher: Views from a researcher and a teacher. Teaching Education, 24(4), 415-426.
  35. Joseph, G. E., & Brennan, C. (2013). Framing quality: Annotated video-based portfolios of classroom practice by pre-service teachers. Early Childhood Education Journal, 41(6), 423-430.
  36. Kaneko-Marques, S. M. (2015). Reflective teacher supervision through videos of classroom teaching. Profile Issues in Teachers Professional Development, 17(2), 63-79.
  37. Kennedy, A. S., & Lees, A. T. (2016). Preparing undergraduate pre-service teachers through direct and video-based performance feedback and tiered supports in Early Head Start. Early Childhood Education Journal, 44(4), 369-379.
  38. Kleinknecht, M., & Gröschner, A. (2016). Fostering preservice teachers’ noticing with structured video feedback: Results of an online-and video-based intervention study. Teaching and Teacher Education, 59, 45-56.
  39. Kourieos, S. (2016). Video-mediated microteaching–A stimulus for reflection and teacher growth. Australian Journal of Teacher Education, 41(1), 4.
  40. La Paro, K. M., Maynard, C., Thomason, A., & Scott-Little, C. (2012). Developing teachers’ classroom interactions: A description of a video review process for early childhood education students. Journal of Early Childhood Teacher Education, 33(3), 224-238.
  41. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
  42. Marsh, B., & Mitchell, N. (2014). The role of video in teacher professional development. Teacher Development, 18(3), 403-417.
  43. McCullagh, J. F., Bell, I., & Corscadden, F. (2013). How does video analysis support student teachers in the very early stages of their initial teacher education? Teacher Education Advancement Network Journal (TEAN), 5(3), 39-51.
  44. McDuffie, A. R., Foote, M. Q., Drake, C., Turner, E., Aguirre, J., Bartell, T. G., & Bolson, C. (2014). Use of video analysis to support prospective K—8 teachers’ noticing of equitable practices. Mathematics Teacher Educator, 2(2), 108-140.
  45. Mercado, L. A., & Baecher, L. (2014). Video-based self-observation as a component of developmental teacher evaluation. Global Education Review, 1(3), 63-77.
  46. Nagro, S. S., & Cornelius, K. E. (2013). Evaluating the evidence base of video analysis. Teacher Education and Special Education, 36(4), 312-329.
  47. Orland-Barak, L., & Maskit, D. (2017). Video as ‘Observing Experience’. In Methodologies of Mediation in Professional Learning (pp. 51-62). Cham, Switzerland: Springer International Publishing.
  48. Osmanoglu, A., Isiksal, M., & Koc, Y. (2015). Getting ready for the profession: Prospective teachers’ noticing related to teacher actions. Australian Journal of Teacher Education, 40(2), 29-51.
  49. Payant, C. (2014). Incorporating video-mediated reflective tasks in MATESOL programs. TESL Canada Journal, 31(2), 1-21.
  50. Pellegrino, A. M., & Gerber, B. L. (2012). Teacher reflection through video-recording analysis. Georgia Educational Researcher, 9(1), 1-20.
  51. Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2006). Classroom Assessment Scoring System [CLASS]. Charlottesville, VA: University of Virginia.
  52. Roller, S. A. (2016). What they notice in video: A study of prospective secondary mathematics teachers learning to teach. Journal of Mathematics Teacher Education, 19(5), 477-498.
  53. Saccomano, D. (2013). Refining pre-service teachers’ teaching capacity with adolescent students through the use of reflective practice. California Reader, 47(2), 34-43.
  54. Sandelowski, M., Barroso, J., & Voils, C. I. (2007). Using qualitative metasummary to synthesize qualitative and quantitative descriptive findings. Research in Nursing and Health, 30(1), 99–111.
  55. Santagata, R., & Yeh, C. (2014). Learning to teach mathematics and to analyze teaching effectiveness: Evidence from a video-and practice-based approach. Journal of Mathematics Teacher Education, 17(6), 491-514.
  56. Santagata, R., & Guarino, J. (2011). Using video to teach future teachers to learn from teaching. ZDM, 43(1), 133-145.
  57. Schieble, M., Vetter, A., & Meacham, M. (2015). A discourse analytic approach to video analysis of teaching: Aligning desired identities with practice. Journal of teacher Education, 66(3), 245-260.
  58. Sherin, M. G., & Van Es, E. A. (2009). Effects of video club participation on teachers’ professional vision. Journal of Teacher Education, 60(1), 20-37.
  59. Smyth, J. (1989). Developing and sustaining critical reflection in teacher education. Journal of Teacher Education, 40(2), 2–9.
  60. Steeg, S. M. (2016). A case study of teacher reflection: Examining teacher participation in a video-based professional learning community. Journal of Language and Literacy Education, 12(1), 122-141.
  61. Sydnor, J. (2016). Using video to enhance reflective practice: Student teachers’ dialogic examination of their own teaching. The New Educator, 12(1), 6784.
  62. Thurlings, M., Vermeulen, M., Kreijns, K., Bastiaens, T., & Stijnen, S. (2012). Development of the Teacher Feedback Observation Scheme: Evaluating
  63. Tripp, T., & Rich, P. (2012). Using video to analyze one’s own teaching. British Journal of Educational Technology, 43(4), 678-704.
  64. Van Es, E. A. (2012). Using video to collaborate around problems of practice. Teacher Education Quarterly, 39(2), 103-116.
  65. Van Es, E. A., Tunney, J., Goldsmith, L. T., & Seago, N. (2014). A framework for the facilitation of teachers’ analysis of video. Journal of Teacher Education, 65(4), 340-356.
  66. Vetter, A., Hartman, S. V., & Reynolds, J. M. (2016). Confronting unsuccessful practices: repositioning teacher identities in English education. Teaching Education, 27(3), 305-326.
  67. Vetter, A., Meacham, M., & Schieble, M. (2013). Leveling the field: Negotiating positions of power as a preservice teacher. Action in Teacher Education, 35(4), 230-251.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact

View References & Citations Map

Cited By

  1. Editorial: What We Learned About Technology and Teacher Education in 2018

    Emily Baumgartner & Richard E. Ferdig, Kent State University, United States

    Journal of Technology and Teacher Education Vol. 26, No. 4 (2018) pp. 509–517

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact