Making_a_mark_-_art_craft_and_design_education_2008-11
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Making_a_mark_-_art_craft_and_design_education_2008-11
Using video to support In-service teacher professional development the sure of the field, limitations and possibilitiesUsing video to support ill-serv Making_a_mark_-_art_craft_and_design_education_2008-11vice teacher professional development: the state of the field, limitations and possibilitiesLouis Major* & Steven WatsonFaculty of Education, Universit}' of Cambridge, Cambridge. UKFaculty of Education, University of Cambridge, 184 Hills Road, Cambridge, CB2 8PQíkm54úi2£âiiLđ£AikLouis Major is a Res Making_a_mark_-_art_craft_and_design_education_2008-11earch Associate at the University of Cambridge interested in the use of digital technology for educational purposes. His research investigates how knoMaking_a_mark_-_art_craft_and_design_education_2008-11
wledge is developed by learners who use digital technologies, and factors that afford and constrain the effectiveness of digital tools educationally.SUsing video to support In-service teacher professional development the sure of the field, limitations and possibilitiesUsing video to support ill-serv Making_a_mark_-_art_craft_and_design_education_2008-11th in initial teacher education and for practicing teachers. Steve completed a PhD in Mathematics Education in professional development at the Shell Centre. University of Nottingham. Previously he was a secondary mathematics teacher and latterly head of maths in secondary schools in North East Linco Making_a_mark_-_art_craft_and_design_education_2008-11lnshire.The authors would like to acknow ledge the contribution of Yi-Shan Tsai and Lyn Jones who provided research assistance during the project.1UsiMaking_a_mark_-_art_craft_and_design_education_2008-11
ng video to support in-service teacher professional development die state of the held, limitations and possibilitiesUsing video to support in-service Using video to support In-service teacher professional development the sure of the field, limitations and possibilitiesUsing video to support ill-serv Making_a_mark_-_art_craft_and_design_education_2008-11sional development (TPD). Advances in affordability and usability of technology means that interest is set to develop further. Studies in this area are diverse in terms of scale, methodology and context. This places limitations on undertaking a systematic review; therefore we use a scoping review ap Making_a_mark_-_art_craft_and_design_education_2008-11proach. Our analysis involves 82 studies from which we thematise subtopics and assess research characteristics. This provides a much-needed analysis tMaking_a_mark_-_art_craft_and_design_education_2008-11
o inform researchers and practitioners. Additionally, we identify robust studies that consider the effect of video on teacher cognition and classroom Using video to support In-service teacher professional development the sure of the field, limitations and possibilitiesUsing video to support ill-serv Making_a_mark_-_art_craft_and_design_education_2008-11this consensus needs further examination.Further qualitative and quantitative research is needed to identify how the use of video impacts on classroom practices.Keywords: teacher education; professional development; digital technology; video: scoping review2Using video to suppon in-servke teacher pr Making_a_mark_-_art_craft_and_design_education_2008-11ofessional development the state of the field, limitations and possibilities1. IntroductionThe most important component in maximising outcomes for leaMaking_a_mark_-_art_craft_and_design_education_2008-11
rners leaving school is the teacher and the quality of their teaching (e.g. Darling-Hammond & Youngs, 2002). Teacher professional learning is. howeverUsing video to support In-service teacher professional development the sure of the field, limitations and possibilitiesUsing video to support ill-serv Making_a_mark_-_art_craft_and_design_education_2008-11ng as it can capture the richness and complexity of teaching in a manner that encourages a deliberate examination of classroom practice (Borko, Whitcomb & Liston. 2009). Video gives greater access to classroom events than classic observation (Ball & Cohen. 1999), without compromising authenticity (S Making_a_mark_-_art_craft_and_design_education_2008-11herin, 2004). It also has the capability to provoke cognitive.emotional and motivational processes (Seidel, Stunner. Blomberg. Kobarg & Schwindt, 2011Making_a_mark_-_art_craft_and_design_education_2008-11
). Using video in a professional development capacity complies with the consensus that such activities need to be located in the familiar everyday praUsing video to support In-service teacher professional development the sure of the field, limitations and possibilitiesUsing video to support ill-serv Making_a_mark_-_art_craft_and_design_education_2008-11reasing ubiquity of mobile devices (e.g. tablets and smartphones with video recording.'viewing functionality; Aubusson. Schuck & Burden. 2009), and the transition from analogue to digital technology (Goldman, 2007), are important examples.Video technology also continues to grow in affordability and Making_a_mark_-_art_craft_and_design_education_2008-11usability (Calandra & Rich, 2014). Interest in video is set to develop further as technological advances add new and beneficial dimensions to teacherMaking_a_mark_-_art_craft_and_design_education_2008-11
professional learning (Aubusson et al.. 2009; Baran, 2014).The emergence of recent video-capable technologies has been described as a “tipping point",Using video to support In-service teacher professional development the sure of the field, limitations and possibilitiesUsing video to support ill-serv Making_a_mark_-_art_craft_and_design_education_2008-11video technology (Lawson. Comber,3Using video to suppon in-service teacher professional development the sure of the held, limitations and possibilitiesGage Sỉ Cullum-Hanshaw, 2010). Given the increasing pervasiveness of video-equipped mobile devices (e.g. tablets; Major, HaKler & Hennessy, 2017), an Making_a_mark_-_art_craft_and_design_education_2008-11d the switch from analogue to digital, it is important to inform researchers and educators about available research evidence on the use of video to suMaking_a_mark_-_art_craft_and_design_education_2008-11
pport TPD (Seidel et al., 2011).In this article, we present the first systematic scoping review to investigate the use of video in the context of suppUsing video to support In-service teacher professional development the sure of the field, limitations and possibilitiesUsing video to support ill-serv Making_a_mark_-_art_craft_and_design_education_2008-11 how video is reported to have been used. This review fills a gap by presenting a clear picture of the landscape of recent work at a time when advances in video technology result in the need for such an overview. By outlining results in an accessible and summarised format, policy makers, practitione Making_a_mark_-_art_craft_and_design_education_2008-11rs and consumers are better placed to make effective use of existing research findings (Arksey & O’Malley, 2005).Initial research relating to video inMaking_a_mark_-_art_craft_and_design_education_2008-11
the context of TPD emerged around the time when videorecording was first made available to the general public (see Bosley, 1968; Fuller & Manning, 19Using video to support In-service teacher professional development the sure of the field, limitations and possibilitiesUsing video to support ill-serv Making_a_mark_-_art_craft_and_design_education_2008-11porting pre- and inservice teacher self-reflection, identifying six dimensions along which video-aided teacher reflection research varies. Marsh and Mitchell (2014) focus on the use of video in initial and continuing teacher education reporting that video used synchronously (and particularly asynchr Making_a_mark_-_art_craft_and_design_education_2008-11onously) can extend the classroom observation experience and support analysis and reflection. Gaudin and Chalies (2015) review the literature on videoMaking_a_mark_-_art_craft_and_design_education_2008-11
viewing in initial teacher education and professional development and collect, summarise and categorise studies using a conceptualization that includUsing video to support In-service teacher professional development the sure of the field, limitations and possibilitiesUsing video to support ill-serv Making_a_mark_-_art_craft_and_design_education_2008-11, limitations and possibilitiesvideo, rhe objectives of video viewing, rhe types of video viewed and the effects of video viewing. The use of video is reported to heighten teacher motivation, optimise cognition and improve classroom practice.This study complements, and extends, these aforementioned Making_a_mark_-_art_craft_and_design_education_2008-11reviews as it:•Reports the first scoping review relating to in-service TPD. Previous reviews have identified the existence of a substantial number ofMaking_a_mark_-_art_craft_and_design_education_2008-11
independent research studies, but these have not previously been organised using the scoping review methodology.•Appraises the quality of the body of Using video to support In-service teacher professional development the sure of the field, limitations and possibilitiesUsing video to support ill-servUsing video to support In-service teacher professional development the sure of the field, limitations and possibilitiesUsing video to support ill-servGọi ngay
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