The feedback provided to teachers by their supervisors, in preservice and in-service settings, is considered to be essential to teacher learning. Incorporating video records into these mentoring sessions has been shown to trigger the cognitive dissonance needed to help teachers explore the gaps between their intentions and their actual behaviors. However, while preservice teachers are increasingly asked to examine their teaching practice via video, their supervisors are not engaging in a parallel examination of their supervisory practice. Thus, university-based clinical supervisors who carry out critical conversations with teacher candidates do so without reflection about how they are performing in those conferences. At the same time, institutions of teacher education recognize the essential role supervisors play in the development of teacher candidate learning, yet are challenged as to how to provide professional development to supervisors. This paper describes an innovative response to this dilemma: an initiative in which clinical supervisors were invited to investigate their post-observation conversations using video in a self-development group. The research questions explored the impact on supervisors of viewing their own feedback sessions on video and sharing their video analysis in a peer group of fellow supervisors. Via an exploratory, qualitative design, and through document analysis, questionnaires, and transcriptions of the focus group conversation, results suggest video review is a promising approach for advancing supervisors’ self-awareness of their post-observation facilitation skills.
As part of their graduate education, in-service teachers identified an area of instructional focus, video recorded their classroom instruction at two intervals in a semester-long course, formed peer groups, and shared their videos for the purpose of obtaining feedback for professional growth. After the conclusion of the course, participants were contacted and presented with a summary of four benefits of the peer video review process, as identified in a recent professional article. Through online survey, participants were asked to share their perceptions of the peer video review experiences in the course and address any evidence related to the benefits raised in the professional article. Qualitative analysis revealed evidence of individual and collective benefits at personal and professional levels and consensus around the value of the experience, despite common apprehension about the vulnerability involved in sharing. Additionally, participants identified strengths of the video medium and provided suggestions for practical applications of peer video review in the field.
The use of videos to analyze teaching practices or initial teacher training is aimed at helping build professional skills by establishing more explicit links between university education and internships and practical work in the schools. The purpose of this article is to familiarize the English-speaking community with French research via a study of the use of videos in preservice teacher education. The scientific research trend called “course of action” is presented, along with a brief summary of several studies conducted in the context of initial teacher education in France, which point out the respective contributions of four distinct video-based approaches to professional development for educating new teachers. Last, the authors’ conceptual contribution is presented based on a few scientific studies conducted between 1965 and 2017 that exemplify the different approaches to the use of video-based training for new and experienced teachers. This conceptualization is designed to help the field rethink the various ways of conceiving of video resources in education, of providing guidance during video viewing, and of organizing the various goals of video viewing and the different objects of analysis into a step-by-step teacher-training program.
This article presents a study of individual video-based educational sessions with secondary trainee teachers (N = 30) observing others’ teaching. Within a Peircian semiotic framework, the study was designed to deepen the researchers’ understanding of video-enhanced experience in educational settings beyond the usual research areas of noticing, interpreting and reflecting. Facilitated think-aloud protocols were used, the trainees’ verbalizations were transcribed and the data were coded using semiotic schemes. The analysis revealed eight referentiality items jointly underlying the teachers’ activities of description, interpretation, and evaluation while video observing. The results suggest the need to acknowledge the dimension of referentiality in video observation as a legitimate object of research, instructional design, and facilitation in the field of teacher video-enhanced education, especially during the induction period.