Video-Based Reflection on Teaching: What Makes It Effective?

Since the beginning of the new millennium, the use of digital video for teacher education and professional development (PD) has grown into a burgeoning and exciting field of research and development (R&D). The collection of empirical studies in this special issue clearly exemplifies this trend. I will begin this comment by pointing out the societal relevance of developments in this field. Then I will discuss the nature of the findings of the six studies and their implications for the design of video interventions as well as for theory and research.

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15. Kleinknecht, M., & Schneider, J. (2013). What do teachers think and feel when analyzing videos of themselves and other teachers teaching? Teaching and Teacher Education, 33, 13−23. CrossRef

16. Krammer, K., Hugener, I., Frommelt, M., Fürrer Auf der Maur, G., & Biaggi, S. (2015). Casebased learning in initial teacher education: Assessing the benefits and challenges of working with student videos and other teachers' videos. Orbis scholae, 9(2), 119−137.

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21. Mohr, S., & Santagata, R. (2015). Changes in pre-service teachers' beliefs about mathematics teaching and learning during teacher preparation and effects of video-enhanced analysis of practice. Orbis scholae, 9(2), 103−117.

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24. Roth, K. J., Garnier, H. E., Chen, C., Lemmens, M., Schwille, K., & Wickler, N. I. Z. (2011). Videobased lesson analysis: Effective science PD for teacher and student learning. Journal of Research in Science Teaching, 48(2), 117−148. CrossRef

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26. Schindler, A.-K., Groeschner, A., & Seidel, T. (2015). Teaching science effectively: A case study on student verbal engagement in classroom dialogue. Orbis scholae, 9(2, 9−34).

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