Pedagogical models for the facilitation of teacher professional development via video-supported collaborative learning. A review of the state of the art

Figures & data

Figure 1. Procedures for the selection of articles eligible for reviewing.

Table 1. Fields of study and type of participants.

Dimensions of analysis	Categories	Number of studies (N = 120)	%
Fields of study	In-service teacher education, training and professional development	51	42.5
	Initial teacher education	42	35.0
	Higher education	14	11.7
	Vocational education and professional training	7	5.8
	Adult learning	4	3.3
	Elementary & secondary education	2	1.7
Type of participants	Student teachers	43	35.8
	In-service teachers	43	35.8
	Students in hei	12	10.0
	Teacher educators/supervisors	7	5.8
	Students—primary and secondary education	5	4.2
	Vocational students and trainees	5	4.2
	Teachers—vocational education	3	2.5
	Adult learners	2	1.7

Table 2. Research design and methods.

Dimensions of analysis	Categories	Number of studies (N = 120)	%
Research design	Qualitative	89	74.2
	Quantitative	21	17.5
	Mixed	10	8.3
Methods	Case study	42	35.0
	Survey	24	20.0
	Video analysis	21	17.5
	Descriptive	16	13.3
	Observation	5	4.2
	Ethnographic	4	3.3
	Interviews	4	3.3
	Action research	2	1.7
	Longitudinal studies	2	1.7

Table 3. Data collection and techniques.

Dimensions of analysis	Categories	Frequency	%
Data collection techniques	Video recordings	60	49.6
	Surveys/questionnaires	36	29.8
	Interviews	28	23.1
	Observation	25	20.7
	Written accounts	21	17.4
	Group reflections	15	12.4
	Audio recordings	6	5.0
	Field notes	4	3.3

Table 4. Video technology used.

Categories	Frequency	% of total
Video recording systems	73	60.8
Video display systems	30	25.0
Video annotation systems	15	12.5
Video libraries	8	6.6
Live video systems	7	5.8

Table 5. Modalities of video use.

	Number of studies = 120	%
Modalities of video use	Video recording (79)	65.8
	Video creation and editing (22)	18.3
	Video-based content (11)	9.2
	Live video conferencing (8)	6.7

Table 6. Pedagogical models for the facilitation of professional development via VSCL.

Pedagogical models		Number of studies	%
Observation & collaborative analysis of video-recorded professional practices	Teachers’ video clips	61	50.8
	Teachers’ video cases	9	7.5
	Teachers’ video clubs	7	5.8
	Teachers’ video traces	1	0.8
Collaborative video-supported authoring		23	19.2
Collaborative learning based on video content		11	9.2
Video-supported synchronous collaboration		8	6.7

Table

Observation and video-supported collaboration	(Video clips) Collaborative analysis with large groups (Flitton & Warwick, 2013); dialogic instructional practices and collaborative exploration of a multiplicity of perspectives (Heintz et al., 2010); collaborative supervision (Hennessy & Deaney, 2009; Kelting et al., 2014); collaborative problem-solving (Kelting et al., 2014); collaborative coaching, integrating the collaborative discussion about video-integrated recorded simulated instruction model teaching practice (Kuter et al., 2012); online peer assessment and reflective practices (Lai, 2016); self-reflection, group collaborative dialogues and group reflections (Lebak, 2015); collaborative practices for classroom discourse within the Dialogic Video Cycle (Pielmeier et al., 2018); observation, feedback, analysis and reflections (Tripp & Rich, 2012a, 2012b); promoting collaborative practice, reciprocity and learning conversations (Youens et al., 2014)
	(Video cases) Reflections on practice collaborative video-based case discussion (Copeland & Decker, 1996).
	(Video clubs) Teacher dialogues and discussions, collaborative reflections (Cockburn, 2010), group discussions for collective knowledge construction (Imafuku et al., 2014); observation, self-reflections, sharing ideas and collaboration; discussion and collaboration within a group of teachers (Van Es, 2012a); facilitation of collegial and collaborative interactions, participations and discourse norms for productive collaborations (Van Es, 2012a, 2012b)
	(Video Traces) Collaborative discussions (Bier et al., 2012; McFadden, 2014), collaborative analysis and feedback (Bier et al., 2012; Zottmann et al., 2013).
Collaboration and video-supported authoring	Group working and peer assessment (Borowczack, 2016); collaborative conversations and dialogues (Hernández-Ramos, 2007); sharing and group reflections (Hyatt, 2015); co-creation of educational videos (Stevenson et al., 2015); collaborative storytelling and collaborative learning diaries (Karpinnen, 2019); group discussion, dialogues and feedback (MacEntee, 2015); joint collaborative making of storyline (Palmgreen, 2017); collaborative negotiations and decisions about planning and narrative construction (Robinson, 2009);
Interactive video (Hypervideo)	Combining the cognitive and the socio-cultural approach (which highlights social interaction and collaboration) (Cattaneo et al., 2019a); learning-by-design experiences for collaboration for the creation of hypervideo in small groups (Cattaneo et al., 2018b); Collaborative annotation (Boldrini et al., 2019; Sauli et al., 2018);
Collaboration and video-based educational content	Collaborative problem-solving (Dimitracopoulou & Komis, 2005); sharing ideas and collaborative discussions (Dreon & Dietrich, 2009); collaborative knowledge building through dialogues and discussions (Hennessy et al., 2018); authentic problem-based activities for discussions and collaborations (Durley & Ge, 2019).
Video-supported synchronous collaboration	Sharing personal stories, narratives and discussions of teachers’ ideas (Ardley, 2005); group exploration of online spaces for collaboration and bridge theory and practice (Dredger, 2017); group discussions (Zhang et al., 2011)

Flitton, L., & Warwick, P. (2013). From classroom analysis to whole-school professional development: promoting talk as a tool for learning across school departments. Professional Development in Education, 39(1), 99–121. https://doi.org/10.0.4.56/19415257.2012.719288

 Google Scholar

Heintz, A., Borsheim, C., Caughlan, S., Juzwik, M. M., & Sherry, M. B. (2010). Video-based response & revision: Dialogic instruction using video and web 2.0 technologies. Contemporary Issues in Technology and Teacher Education, 10(2), 175–196.

 Google Scholar

Hennessy, S., & Deaney, R. (2009). The impact of collaborative video analysis by practitioners and researchers upon pedagogical thinking and practice: A follow-up study. Teachers and Teaching, 15(5), 617–638. https://doi.org/10.1080/13540600903139621

 Web of Science ®Google Scholar

Kelting, T., Jenkins, J. M., & Gaudreault, K. L. (2014). I could really focus on the students. Journal of Physical Education, Recreation & Dance, 85(8), 32–37. https://doi.org/10.1080/07303084.2014.946192

 Google Scholar

Kuter, S., Gazi, Z. A., & Aksal, F. A. (2012). Examination of co-construction of knowledge in videotaped simulated instruction. Journal of Educational Technology & Society, 15(1), 174–184.

 Web of Science ®Google Scholar

Lai, C. Y. (2016). Training nursing students’ communication skills with online video peer assessment. Computers & Education, 97, 21–30. https://doi.org/10.1016/j.compedu.2016.02.017

 Web of Science ®Google Scholar

Lebak, K. (2015). Unpacking the complex relationship between beliefs, practice, and change related to inquiry-based instruction of one science teacher. Journal of Science Teacher Education, 26(8), 695–713. https://doi.org/10.1007/s10972-015-9445-0

 Web of Science ®Google Scholar

Pielmeier, M., Böheim, R., Schindler, A. K., Gröschner, A., Knogler, M., Jerabek, M., & Seidel, T. (2018). Fostering dialogic teaching–The “Dialogic Video Cycle” as a video-based professional development program to enhance classroom discourse. https://www.researchgate.net/publication/323399333_Fostering_dialogic_teaching_-_the_Dialogic_Video_Cycle_as_a_video-based_professional_development_programme_to_enhance_classroom_discourse.

 Google Scholar

Tripp, T. R., & Rich, P. J. (2012a). The influence of video analysis on the process of teacher change. Teaching and Teacher Education, 28(5), 728–739. https://doi.org/10.1016/j.tate.2012.01.011

 Web of Science ®Google Scholar

Tripp, T., & Rich, P. (2012b). Using video to analyze one’s own teaching. British Journal of Educational Technology, 43(4), 678–704. https://doi.org/10.1111/j.1467-8535.2011.01234.x

 Web of Science ®Google Scholar

Youens, B., Smethem, L., & Sullivan, S. (2014). Promoting collaborative practice and reciprocity in initial teacher education: realising a ‘dialogic space’ through video capture analysis. Journal of Education for Teaching, 40(2), 101–113. https://doi.org/10.1080/02607476.2013.871163

 Web of Science ®Google Scholar

Copeland, W. D., & Decker, D. L. (1996). Video cases and the development of meaning making in preservice teachers. Teaching and Teacher Education, 12(5), 467–481. https://doi.org/10.1016/0742-051X(95)00058-R

 Web of Science ®Google Scholar

Cockburn, A. (2010). Crossing the divide: reflecting on the benefits of international collaboration. Journal of Mathematics Teacher Education, 13(2), 95–98. https://doi.org/10.0.3.239/s10857-010-9148-6

 Google Scholar

Imafuku, R., Kataoka, R., Mayahara, M., Suzuki, H., & Saiki, T. (2014). Students’ experiences in interdisciplinary problem-based learning: A discourse analysis of group interaction. Interdisciplinary Journal of Problem-Based Learning, 8(2), 1–19. https://doi.org/10.7771/1541-5015.1388

 Google Scholar

Van Es, E. A. (2012a). Examining the development of a teacher learning community: The case of a video club. Teaching and Teacher Education, 28(2), 182–192. https://doi.org/10.1016/j.tate.2011.09.005

 Web of Science ®Google Scholar

Van Es, E. A. (2012b). Using video to collaborate around problems of practice. Teacher Education Quarterly, 39(2), 103–116. http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ989786&site=ehost-live

 Google Scholar

Bier, M. L., Horn, I., Campbell, S. S., Kazemi, E., Hintz, A., Kelley-Petersen, M., & Peck, C. (2012). Designs for simultaneous renewal in university-public school partnerships: Hitting the “sweet spot”. Teacher Education Quarterly, 39(3), 127–141.

 Google Scholar

McFadden, J., Ellis, J., Anwar, T., & Roehrig, G. (2014). Beginning science teachers’ use of a digital video annotation tool to promote reflective practices. Journal of Science Education and Technology, 23(3), 458–470. https://doi.org/10.1007/s10956-013-9476-2

 Web of Science ®Google Scholar

Zottmann, J. M., Stegmann, K., Strijbos, J. W., Vogel, F., Wecker, C., & Fischer, F. (2013). Computer-supported collaborative learning with digital video cases in teacher education: The impact of teaching experience on knowledge convergence. Computers in Human Behavior, 29(5), 2100–2108. https://doi.org/10.1016/j.chb.2013.04.014

 Web of Science ®Google Scholar

Hernández-Ramos, P. (2007). Aim, shoot, ready! Future teachers learn to “do” video. British Journal of Educational Technology, 38(1), 33–41. 00600.x. https://doi.org/10.1111/j.1467-8535.2006

 Web of Science ®Google Scholar

Stevenson, B., Länsitie, J., Kogler, C., & Bauer, P. (2015). Exploring co-creation of educational videos in an international collaborative context. Journal of E-Learning & Knowledge Society, 11(2), 63–72.

 Web of Science ®Google Scholar

Robinson, S. (2009). Literacy lives here: Using video and dialogue to promote and celebrate adult and literacy education in the Canadian Western Arctic. New Directions for Adult & Continuing Education, 124, 15–23. https://doi.org/10.1002/ace.349

 Google Scholar

Cattaneo, A. A. P., et al. (2019b). Video pedagogy for vocational education. An overview of video-based teaching and learning. European Training Foundation. https://doi.org/10.2816/720936

 Google Scholar

Cattaneo, A. A. P., et al. (2019a). A model for designing hypervideo-based instructional scenarios. Interactive Learning Environments, 27(4), 508–529.

 Google Scholar

Boldrini, E., Cattaneo, A., & Evi-Colombo, A. (2019). Was it worth the effort? An exploratory study on the usefulness and acceptance of video annotation for in-service teachers training in VET sector. Research on Education and Media, 11(1), 100–108. https://doi.org/10.2478/rem-2019-0014

 Google Scholar

Sauli, F., Cattaneo, A., & Van der Meij, H. (2018). Hypervideo for educational purposes: A literature review on a multifaceted technological tool. Technology, Pedagogy and Education, 27(1), 115–134. https://doi.org/10.1080/1475939X.2017.1407357

 Web of Science ®Google Scholar

Dimitracopoulou, A., & Komis, V. (2005). Design principles for the support of modelling and collaboration in a technology-based learning environment. International Journal of Continuing Engineering Education and Lifelong Learning, 15(1/2), 30–55. https://doi.org/10.1504/IJCEELL.2005.006791

 Google Scholar

Dreon, O., Jr., & Dietrich, N. I. (2009). Turning lemons into lemonade: Teaching assistive technology through wikis and embedded video. TechTrends, 53(1), 78.

 Google Scholar

Hennessy, S., Dragovic, T., & Warwick, P. (2018). A research-informed, school-based professional development workshop programme to promote dialogic teaching with interactive technologies. Professional Development in Education, 44(2), 145–168. https://doi.org/10.1080/19415257.2016.1258653

 Web of Science ®Google Scholar

Durley, H., & Ge, X. (2019). Social discourse influencing elementary teachers’ cognition and metacognition for problem solving in open-ended professional development. New Waves-Educational Research & Development, 22(1), 55–71.

 Google Scholar

Zhang, M., Lundeberg, M., & Eberhardt, J. (2011). Strategic facilitation of problem-based discussion for teacher professional development. Journal of the Learning Sciences, 20(3), 342–394. https://doi.org/10.1080/10508406.2011.553258

 Web of Science ®Google Scholar