Major & Watson - Using video to support in-service TPD - TPE July 2017

Using video to support in-service teacher professional development: the state of the field, limitations and possibilities Using video to support in-service teacher professional development: the state of the field, limitations and possibilities Louis Major* & Steven Watson Faculty of Education, University of Cambridge, Cambridge, UK Faculty of Education, University of Cambridge, 184 Hills Road, Cambridge, CB2 8PQ *lcm54@cam.ac.uk Accepted for publication in Technology, Pedagogy & Education (Feb 2017) Louis Major is a Research Associate at the University of Cambridge interested in the use of digital technology for educational purposes His research investigates how knowledge is developed by learners who use digital technologies, and factors that afford and constrain the effectiveness of digital tools educationally Steven Watson is a lecturer in mathematics education at the University of Cambridge His research is concerned with teachers’ professional learning, both 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 Lincolnshire The authors would like to acknowledge the contribution of Yi-Shan Tsai and Lyn Jones who provided research assistance during the project Using video to support in-service teacher professional development: the state of the field, limitations and possibilities Using video to support in-service teacher professional development: the state of the field, limitations and possibilities Video is increasingly used to support in-service teacher professional 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 approach Our analysis involves 82 studies from which we thematise subtopics and assess research characteristics This provides a much-needed analysis to inform researchers and practitioners Additionally, we identify robust studies that consider the effect of video on teacher cognition and classroom practice A consistent finding is that video is effective when used as part of TPD Since studies largely use thematic qualitative analysis, however, this 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 review Using video to support in-service teacher professional development: the state of the field, limitations and possibilities Introduction The most important component in maximising outcomes for learners leaving school is the teacher and the quality of their teaching (e.g Darling-Hammond & Youngs, 2002) Teacher professional learning is, however, a complex process that brings together a host of different elements (Avalos, 2011) Video technology offers an opportunity to support teacher learning 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 (Sherin, 2004) It also has the capability to provoke cognitive, emotional and motivational processes (Seidel, Sturmer, Blomberg, Kobarg & Schwindt, 2011) Using video in a professional development capacity complies with the consensus that such activities need to be located in the familiar everyday practice of teaching (Hennessy, 2014) Recent developments greatly facilitate using video in teacher professional development (TPD; Sherin, 2004) The increasing 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 usability (Calandra & Rich, 2014) Interest in video is set to develop further as technological advances add new and beneficial dimensions to teacher professional learning (Aubusson et al., 2009; Baran, 2014) The emergence of recent video-capable technologies has been described as a “tipping point”, that is a period of time in which our views of the world are likely to be significantly altered through the introduction of improved capabilities in video technology (Lawson, Comber, Using video to support in-service teacher professional development: the state of the field, limitations and possibilities Gage & Cullum-Hanshaw, 2010) Given the increasing pervasiveness of video-equipped mobile devices (e.g tablets; Major, Haßler & Hennessy, 2017), and the switch from analogue to digital, it is important to inform researchers and educators about available research evidence on the use of video to support 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 supporting in-service TPD This allows us to identify the characteristics of existing research, including the most frequently applied research methods and 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, practitioners and consumers are better placed to make effective use of existing research findings (Arksey & O’Malley, 2005) Initial research relating to video in the context of TPD emerged around the time when videorecording was first made available to the general public (see Bosley, 1968; Fuller & Manning, 1973; McHenry, 1967) More recently, several relevant literature reviews have been disseminated Tripp and Rich (2012) consider the use of video for supporting 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 asynchronously) can extend the classroom observation experience and support analysis and reflection Gaudin and Chaliès (2015) review the literature on video viewing in initial teacher education and professional development and collect, summarise and categorise studies using a conceptualization that includes four aspects: teachers’ activity as they view a classroom Using video to support in-service teacher professional development: the state of the field, limitations and possibilities video, the objectives of video viewing, the 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 reviews as it:  Reports the first scoping review relating to in-service TPD Previous reviews have identified the existence of a substantial number of independent research studies, but  these have not previously been organised using the scoping review methodology Appraises the quality of the body of existing research and considers selected evidence  relating to the effectiveness of video used in TPD Identifies a greater number of studies relating to in-service TPD than previous reviews  (see Section 3) Extends and corroborates categorisations established by earlier authors 1.2 The systematic scoping review approach The goal of this review is to systematically survey and report on evidence relating to the use of video to support in-service TPD This is to provide a broad, but specific, overview of relevant research In doing so, the review paints a clear picture of the landscape of work being conducted Scoping reviews involve collecting, evaluating and presenting available evidence (Arksey & O’Malley, 2005) They represent an increasingly popular, rigorous and transparent form of secondary research (Levac, Colquhoun & O’Brien, 2010) There are a growing number of scoping reviews relating to teacher education (e.g DeLuca, Shulha, Luhanga, Shulha, Christou & Klinger, 2015; McEvoy, MacPhail & Heikinaro-Johansson, 2015) Scoping reviews aim to be as broad and thorough as possible to obtain a clear and useful picture of the research topic (Kitchenham, Budgen, & Brereton, 2015) Using video to support in-service teacher professional development: the state of the field, limitations and possibilities Scoping reviews may focus upon identifying the “hot” issues, how research has evolved over a period of time, the research techniques used, or even the countries where research has been performed (ibid) By producing a broad “map” of the evidence they allow better understanding of existing research Strength of the methodology is its ability to identify the key features of a diverse body of evidence (Davis, Drey & Gould, 2009) This evidence is interpreted and analysed at a ‘high level’, which allows for the identification of clusters and gaps that can inform the focus of future research (Kitchenham et al., 2015) It is important to define the boundaries of a scoping review to relate research outcomes to a particular context (Anderson, Allen, Peckham & Goodwin, 2008) This work is concerned with the use of video in in-service TPD only and does not encompass literature relating to pre-service teacher education Statistically significant differences have been identified between pre- and in-service teachers in regards to both self-efficacy (Campbell, 1996) and attitudes (Wen, Tsai & Chang, 2006) The working environment of pre- and in-service teachers also differ in a way that may influence their responses to the use of technology (Wright & Wilson, 2005) Empirical research published since 2005 (inclusive) is considered While video has been used for several decades to support teacher learning (van Es & Sherin, 2010), interest in the applications of video has intensified in recent years as video technology has evolved (Calandra & Rich, 2014; Gaudin & Chaliès, 2015) As already discussed, this is in part due to the increasing availability of mobile devices (Aubusson et al., 2009) To illustrate the rapid growth of video-capable mobile technologies, by 2009 around 14 million tablet computers had been sold worldwide (Ozok, Benson, Chakraborty & Norcio 2008) With the launch of Using video to support in-service teacher professional development: the state of the field, limitations and possibilities the first Google Android-based tablets (2009) and the Apple iPad (2010) the popularity of tablets increased (Geyer & Felske, 2011) Sales have grown rapidly since, with projections of 321 million tablets sold in 2015 alone, overtaking those of ‘traditional’ PCs for the first time The decision to consider only research from 2005 onwards ensures that an accurate picture of current practice is provided Methodology The research strategy was influenced by existing scoping review guidelines (Arskey & O’Malley, 2005; Kitchenham et al., 2015; Levac et al., 2010) and other secondary studies relating to educational uses of technology (e.g Haßler, Major & Hennessy, 2016; Major, Kyriacou & Brereton, 2012) 2.1 Research questions The goal of this study is to investigate the use of video as a tool to support in-service TPD To identify the main characteristics, different research approaches/methods used and limitations of existing work, we define three research questions (RQs):  [RQ1] What are the characteristics (e.g schooling context; teachers’ academic  subject) of research involving video? [RQ2] What are the most frequently applied research methods used to investigate the   use of video? [RQ3] In what ways is video reported to have been used? o What is the source of videos? o How are videos viewed? o What are the key TPD focuses? [RQ4] Do relevant selected studies suggest that using video as a tool for in-service TPD is effective? ‘Forecast: PCs, Ultramobiles, and Mobile Phones, Worldwide, 2011-2018, 2014 Update’ available online: http://www.gartner.com/document/2780117 Using video to support in-service teacher professional development: the state of the field, limitations and possibilities We define in-service teachers as those who have completed initial teacher training/education and are fully responsible for their own classroom teaching We define TPD as ongoing formal professional learning (e.g structured professional development) 2.2 Search process and inclusion/exclusion criteria A protocol detailing the search strategy was developed and reviewed by members of the research team Manual and automated searches were undertaken to identify studies published between 2005 and 2015 (inclusive) Education- and technology-focused libraries were searched:      EBSCO (http://search.ebscohost.com/)2 Scopus (http://www.scopus.com/) Directory of Open Access Journals (http://doaj.org/) Zetoc (http://zetoc.jisc.ac.uk/) Google Scholar (http://scholar.google.co.uk/) Three sets of keywords, and their permutations, facilitated searches:  Video: video; AV; “audio-visual”; “audio video”; audiovisual; film; filming;  recording Professional development: “professional development”; PD; CPD; “continuing professional development”; “teacher development”; “vocational training”; training; “in-service training”; coaching; “career development”; “continuing education”;  mentoring; “professional learning” Education: education; teacher; classroom; school; “primary school”; “secondary school”; “high school”; “junior school”; pupils; educators; educational; learning; teaching; class Specifically, the British Education Index (BEI) and Education Resources Information Centre (ERIC) Using video to support in-service teacher professional development: the state of the field, limitations and possibilities Search terms were: i) devised iteratively after analysis of the titles, abstracts and keywords of four studies (Brouwer, 2009; Coles, 2012; Marsh & Mitchell, 2014; Sherin, 2004) identified through discussions with colleagues with an interest in the use of video in teacher education; ii) validated during trial searches of selected electronic libraries as these four studies were located A three-stage search was undertaken involving: i) electronic databases (using Boolean logic searches or combinations of the search terms); ii) ‘snowballing’ of reference lists (i.e checking bibliographies of potentially relevant studies identified); iii) hand-searching of two journals of particular relevance (Journal of Digital Learning in Teacher Education and Journal of Teaching and Teacher Education) identified during trial searches Studies were included if they:  focus on the use of video in the context of in-service TPD,  describe empirical research (i.e that acquired by means of observation or experimentation),  are written in English,  were published between 2005 and 2015 (corresponding with the increased availability and popularity of video-capable mobile devices and the switch from analogue to digital video consumer technologies) Studies were excluded if they:  consider the use of video in the context of pre-service teacher education only,  pay limited attention to the role of video in supporting in-service TPD (e.g reporting primarily on the use of video as a research tool), Using video to support in-service teacher professional development: the state of the field, limitations and possibilities  provide a “lessons learned” account, or description of an approach, without any empirical evidence Critiques of the literature are not included Longitudinal research (i.e with participants starting out as trainees and being followed for a number of years) and “grey literature” (e.g non-peer reviewed technical reports) is accepted Where the same author(s) clearly reports on the same study (e.g in a conference paper followed by a journal article) the most recent report of the study is included In situations where several articles are related (e.g the authors draw on data collected during a particular professional development course), but each article has a substantially different focus, all have been included As the focus of the scoping review is on TPD, the use of video as a research tool or teacher-researcher aid alone is not sufficient grounds for inclusion 2.3 Quality assessment We consider methodological aspects of included studies to offer an assessment of the standard of evidence relating to the use of video to support in-service TPD This quality assessment is undertaken at the same time as data extraction and is based on two existing approaches to study quality assessment (Fernandez, Insfran & Abrahão, 2011; Haßler, Major, & Hennessy, 2016) Consistent with the intention to provide a broad overview of existing research, the aim of our quality assessment is not to offer a detailed critique of individual studies (as is the case during systematic reviews) but rather to identify gaps and opportunities for further research by considering included studies – collectively – at a high level in relation to four factors (research context, participant sampling strategy, appropriateness of data collection, 10 Using video to support in-service teacher professional development: the state of the field, limitations and possibilities Guskey, T R (2000) Evaluating professional development Corwin Press Haßler, B., Major, L & Hennessy, S (2016) Tablet use in schools: a critical review of the evidence for learning outcomes Journal of Computer Assisted Learning, 32(2), 139-156 Haßler, B., Major, L., Warwick, P., Watson, S., Hennessy, S & Nicholl, B (2016) Perspectives on Technology, Resources and Learning: Productive Classroom Practices, Effective Teacher Professional Development Faculty of Education, University of Cambridge April 2016 Hennessy, S (2014) Bridging Between Research and Practice: Supporting Professional Development Through Collaborative Studies of Classroom Teaching with Technology Springer Science & Business Media Hennessy, S., Haßler, B., & Hofmann, R (2015) Challenges and opportunities for teacher professional development in interactive use of technology in African schools Technology, Pedagogy and Education, 24(5), 1–28 Hiebert, J., Morris, A K., & Glass, B (2003) Learning to learn to teach: An “experiment” model for teaching and teacher preparation in mathematics Journal of Mathematics Teacher Education, 6(3), 201–222 Hmelo-Silver, C E., & Barrows, H S (2008) Facilitating collaborative knowledge building Cognition and Instruction, 26(1), 48–94 Hung, W (2006) The 3C3R model: A conceptual framework for designing problems in PBL Interdisciplinary Journal of Problem-Based Learning, 1(1), Kitchenham, B., Budgen, D., & Brereton, P (2015) Evidenced-based Software Engineering and Systematic Reviews Chapman and Hall/CRC Koc, Y., Peker, D., & Osmanoglu, A (2009) Supporting teacher professional development through online video case study discussions: An assemblage of preservice and inservice teachers and the case teacher Teaching and Teacher Education, 25(8), 1158–1168 39 Using video to support in-service teacher professional development: the state of the field, limitations and possibilities Lave, J., & Wenger, E (1991) Situated learning: Legitimate peripheral participation Cambridge University Press Lawson, T., Comber, C., Gage, J., & Cullum‐Hanshaw, A (2010) Images of the future for education? Videoconferencing: A literature review Technology, Pedagogy and Education, 19(3), 295-314 Lee, Y., Kinzie, M B., & Whittaker, J V (2012) Impact of online support for teachers’ openended questioning in pre-k science activities Teaching and Teacher Education, 28(4), 568–577 Levac, D., Colquhoun, H., O’Brien, K K (2010) Scoping studies: advancing the methodology Implement Science, 5(1), 1–9 Major, L., Kyriacou, T & Brereton, O.P (2012) Systematic Literature Review: Teaching Novices Programming Using Robots IET Software, 6(6), 502-513 Major, L., Hassler, B & Hennessy, S (2017) Tablets in schools: impact, affordances and recommendations Handbook for Digital Learning in K-12 Schools (pp 115-128) Marcus-Quinn, A & Hourigan, T (Eds) Springer Marsh, B., & Mitchell, N (2014) The role of video in teacher professional development Teacher Development, 18(3), 403–417 McEvoy, E., MacPhail, A., & Heikinaro-Johansson, P (2015) Physical education teacher educators: A 25-year scoping review of literature Teaching and Teacher Education, 51, 162–181 McHenry, V E (1967) The use of video processes in teacher education Multi-State Teacher Education Project, Baltimore, Md M-STEP-MONOGR-1 Mennin, S (2007) Small-group problem-based learning as a complex adaptive system Teaching and Teacher Education, 23(3), 303–313 40 Using video to support in-service teacher professional development: the state of the field, limitations and possibilities Moher, D., Jones, A., Cook, D J., Jadad, A R., Moher, M., Tugwell, P., et al (1998) Does quality of reports of randomised trials affect estimates of intervention efficacy reported in meta-analyses? The Lancet, 352(9128), 609–613 Neto, P A D M S., Carmo Machado, I., McGregor, J D., De Almeida, E S., & de Lemos Meira, S R (2011) A systematic mapping study of software product lines testing Information and Software Technology, 53(5), 407–423 Ozok, A A., Benson, D., Chakraborty, J., & Norcio, A F (2008) A comparative study between tablet and laptop PCs: User satisfaction and preferences Intl Journal of human–computer interaction, 24(3), 329-352 Petersen, K., Feldt, R., Mujtaba, S., & Mattsson, M (2008) Systematic mapping studies in software engineering In 12th International Conference on Evaluation and Assessment in Software Engineering (EASE) University of Bari, Italy: BCS eWIC Petersen, K., Vakkalanka, S., & Kuzniarz, L (2015) Guidelines for conducting systematic mapping studies in software engineering: An update Information and Software Technology, 64, 1–18 Piwowar, V., Thiel, F., & Ophardt, D (2013) Training in-service teachers’ competencies in classroom management A quasi-experimental study with teachers of secondary schools Teaching and Teacher Education, 30, 1–12 Savery, J (2006) Overview Of PBL: Definition and Distinctions The Interdisciplinary Journal of Problem-Based Learning, 1(1), 57–75 Seidel, T., Stürmer, K., Blomberg, G., Kobarg, M., & Schwindt, K (2011) Teacher learning from analysis of videotaped classroom situations: Does it make a difference whether teachers observe their own teaching or that of others? Teaching and Teacher Education, 27(2), 259–267 41 Using video to support in-service teacher professional development: the state of the field, limitations and possibilities Shang, A., Huwiler-Müntener, K., Nartey, L., Jüni, P., Dörig, S., Sterne, J A., et al (2005) Are the clinical effects of homoeopathy placebo effects? Comparative study of placebocontrolled trials of homoeopathy and allopathy The Lancet, 366(9487), 726–732 Sherin, M G (2004) New perspectives on the role of video in teacher education Advances in Research on Teaching, 10, 1–28 Thomas, J., & Harden, A (2008) Methods for the thematic synthesis of qualitative research in systematic reviews BMC Medical Research Methodology, 8(1), 45 Tripp, T., & Rich, P (2012) Using video to analyze one’s own teaching British Journal of Educational Technology, 43(4), 678–704 van Es, E A (2009) Participants’ Roles in the Context of a Video Club Journal of the Learning Sciences, 18(1), 100–137 van Es, E A., & Sherin, M G (2010) The influence of video clubs on teachers’ thinking and practice Journal of Mathematics Teacher Education, 13(2), 155–176 Varela, F T., & Rosch, E (1991) The Embodied Mind: Cognitive Science and Human Experience Cambridge, MA: MiT Press Wang, J., & Hartley, K (2003) Video technology as a support for teacher education reform Journal of Technology and Teacher Education, 11(1), 105–138 Wen, M L., Tsai, C.-C., & Chang, C.-Y (2006) Attitudes towards peer assessment: a comparison of the perspectives of pre-service and in-service teachers Innovations in Education and Teaching International, 43(1), 83–92 Wright, V H., & Wilson, E K (2005) From preservice to inservice teaching: A study of technology integration Journal of Computing in Teacher Education, 22(2), 49–55 42 Using video to support in-service teacher professional development: the state of the field, limitations and possibilities Appendix One: Data extracted The following data were extracted from included studies:  study aim(s)/objective(s); 43 Using video to support in-service teacher professional development: the state of the field, limitations and possibilities       research methodology; number of in-service teachers involved; in-service teacher profiles (e.g high school teachers, primary school teachers); academic context (e.g academic subject to which the PD relates); country in which research was executed; Video source - own classroom(s), own and peer classrooms, unknown teacher  classroom(s), teacher constructed video for classroom use, other, multiple sources3; Primary viewers of video - teachers individually, teachers collaboratively, teachers individually and collaboratively3, facilitator/observer retrospectively,  facilitator/observer in real-time, students, other, multiple viewers; Focus of the TPD - supporting individual self-examination, eliciting reflection on teaching (e.g collaboratively with peer(s) during a video club or through feedback from a coach), providing representations of subject matter in action (e.g video cases of unknown teachers), teachers as video producers (e.g teacher constructed video for classroom use), pedagogical development, learning how to observe and interpret  student learning/thinking, other, multiple focuses3; The number of citations for each study as reported by Google Scholar4 (as at 01/05/2015) Note, where a study reports on research involving in-service teachers along with another group (e.g pre-service teachers) data extracted relates to in-service teachers only Appendix Two: Study IDs and associated references Study ID Associated Reference [S1] Arya, P., Christ, T., Chiu, M., Arya, P., Christ, T., & Chiu, M (2015) Links between Characteristics of Collaborative Peer Video Analysis Events and Literacy Teachers’ Outcomes Journal of Technology and Teacher Education, 23(2), 159–183 [S2] Arya, P., Christ, T., & Chiu, M M (2014) Facilitation and Teacher Behaviors: An Analysis of Literacy Teachers’ Video-Case Discussions Journal of Teacher Education, 65(2), 111–127 n.b where this was an integral part of the research design http://scholar.google.co.uk/ 44 Using video to support in-service teacher professional development: the state of the field, limitations and possibilities [S3] Blonder, R., Jonatan, M., Bar-Dov, Z., Benny, N., Rap, S., & Sakhnini, S (2013) Can You Tube it? Providing chemistry teachers with technological tools and enhancing their self-efficacy beliefs Chem Educ Res Pract., 14(3), 269–285 [S4] Borer, V L., Ria, L., Muller, A., & Durand, M (2014) How Do Teachers Appropriate Learning Objects Through Critical Experiences? A Study of a Pilot In-School Collaborative Video Learning Form@re, 14(2), 63–74 [S5] Borko, Hilda, Jacobs, J K., Eiteljorg, E., Pittman, M E., & Hilda Borko, J J Eric Eiteljorg and Mary Ellen Pittman (2008) Video as a tool for fostering productive discussions in mathematics professional development Teaching and Teacher Education, 24(2), 417–436 [S6] 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, 17(1), 5–33 [S7] Brouwer, C N (2011) Equipping Teachers Visually Retrieved from http://repository.ubn.ru.nl/handle/2066/115289 (1st September 2015) [S8] Brouwer, N (2009) Teacher peer coaching with digital video - Evaluation of a four-year professional development program Paper presented at the meeting of Teacher Autonomy in Using Digital Video for Professional Learning of Practicing Teachers, San Diego American Educational Research Association [S9] Charteris, J., & Smardon, D (2013) Second look – second think: a fresh look at video to support dialogic feedback in peer coaching Professional Development in Education, 39(2), 168–185 [S10] Cherrington, S., & Loveridge, J (2014) Using video to promote early childhood teachers’ thinking and reflection Teaching and Teacher Education, 41, 42–51 [S11] 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 [S12] Christ, T., Arya, P., & Chiu, M M (2015) A Three-Pronged Approach to Video Reflection: Preparing Literacy Teachers of the Future In Video Reflection in Literacy Teacher Education and Development: Lessons from Research and Practice, 235–253 Emerald Group Publishing Limited [S13] Christ, T., Arya, P., & Ming Chiu, M (2014) Teachers’ reports of learning and application to pedagogy based on engagement in collaborative peer video analysis Teaching Education, 25, 349–374 [S14] Close, E W., Scherr, R E., Close, H G., McKagan, S B., Rebello, N S., Engelhardt, P V., & Singh, C (August, 2012) Development of proximal formative assessment skills in video-based teacher professional development In AIP Conference Proceedings, Omaha, NE American Institute of Physics [S15] Cockburn, M., Yadav, A., Diamond, K., & Powell, D (2010) Effectiveness of a Hypermedia Video Case-Based Library for Inservice Teachers’ Professional Development In Proceedings of Society for Information Technology & Teacher Education International Conference 2010 Chesapeake, VA: Association for the Advancement of Computing in Education [S16] Coles, A (2010) Using video for professional development: a case study of effective practice in one secondary mathematics department in the UK In Proceedings of the British Society for Research into Learning Mathematics, 30(2), 1–6 45 Using video to support in-service teacher professional development: the state of the field, limitations and possibilities [S17] Coles, A (2012) Using video for professional development: the role of the discussion facilitator Journal of Mathematics Teacher Education, 16(3), 165–184 [S18] Dobie, T E., & Anderson, E R (2015) Interaction in teacher communities: Three forms teachers use to express contrasting ideas in video clubs Teaching and Teacher Education, 47, 230–240 [S19] Edmondson, R S (2005) Evaluating the effectiveness of a telepresence-enabled cognitive apprenticeship model of teacher professional development (Doctoral dissertation, Utah State University) [S20] Fukkink, R G., & Tavecchio, L W C (2010) Effects of Video Interaction Guidance on early childhood teachers Teaching and Teacher Education, 26(8), 1652–1659 [S21] Girod, M., Bell, J., & Mishra, P (2007) Using Digital Video to Re-Think Teaching Practices Journal of Computing in Teacher Education, 24(1), 23–29 [S22] Grant, T J., & Kline, K (2010) The impact of video-based lesson analysis on teachers’ thinking and practice Teacher Development, 14(1), 69–83 [S23] 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Retrieved from http://scholarsarchive.byu.edu/etd/1362 (1st September, 2015) [S77] Zhang, M., Lundeberg, M., Koehler, M J., & Eberhardt, J (2011) Understanding affordances and challenges of three types of video for teacher professional development Teaching and Teacher Education, 27(2), 454–462 [S78] McDonald, D., Proctor, P., Gill, W., Heaven, S., Marr, J., & Young, J (2015) Increasing early childhood educators’ use of communication-facilitating and language-modelling strategies: Brief speech and language therapy training Child Language Teaching and Therapy, 31(3), 305–322 [S79] Pehmer, A K., Gröschner, A., & Seidel, T (2015) How teacher professional development regarding classroom dialogue affects students' higher-order learning Teaching and Teacher Education, 47, 108-119 [S80] Reid, D A., Simmt, E., Savard, A., Suurtamm, C., Manuel, D., Lin, T W J., Quigley, B 49 Using video to support in-service teacher professional development: the state of the field, limitations and possibilities & Knipping, C (2015) Observing observers: Using video to prompt and record reflections on teachers’ pedagogies in four regions of Canada Research in Comparative and International Education, 10(3), 367-382 [S81] Santagata, R., & Bray, W (2015) Professional development processes that promote teacher change: the case of a video-based program focused on leveraging students’ mathematical errors Professional Development in Education, 1-22 [S82] Stevenson, B (2015) Third spaces and video-stimulated recall: an exploration of teachers’ cultural role in an Indigenous education context Educational Action Research, 23(2), 290-305 Appendix Three: Illustrative quotations/extracts representing themes identified during the thematic synthesis process Teacher cognition theme Illustrative quotations/extracts Teacher self-efficacy Gaining confidence in ability to help students learn “I can see the success the kids are having now and that motivates me to keep them improving!” [S44] Affirming choices made in own practice/instruction Hillary noticed the noise level in the classroom during guided reading and recalled that her own decision to eliminate centers in favor of a different 50 Using video to support in-service teacher professional development: the state of the field, limitations and possibilities approach was ‘more manageable… and the kids like it a lot more and it’s much, much quieter” [S49] Gaining in interpretive selfconfidence over time “It’s hard when you hear about timings and then you read about it, without even seeing it working And for me seeing things happening is really good, [it] gives me courage to try it myself” [S49] Knowledge of teaching Modelling - learning new techniques “I thought the videos that we viewed in the summer were helpful in the sense that they worked as a model They helped me to know what are some of the things I would look for, and what I would want to videotape in doing that” [S77] Observing others’ practice “ you could really see the love she had for her kids, the relationship she had for them and the comfort of her group” [S49] Enabling comparisons with own practice “Since I rarely get to see the other teachers in action, this was eye-opening I could see pitfalls to avoid, exemplars to emulate – the window into the process of science was fascinating” [S77] Noticing events not apparent in the moment “Wow! I saw so much when I viewed my tape, I found this to be the most powerful assessment” [S41] Sharing and developing PCK “ just the time to be able to pull resources and see what other teachers were doing… different schools have different resources, and so it was nice to see what was out there” [S44] Collaborative reflection “ we were kind of forced to sit down and talk about actual teaching and share ideas and learn a little bit about each other’s strengths and weaknesses So I felt it was very valuable in that way” [S49] Teacher self-evaluation Aid to reflect on practice/critiquing own performance “I learned so much by watching myself teach I think every teacher should be required to videotape themselves, even though it’s uncomfortable at first” [S41] Identifying directions for improvement “ when you see these types of videos…it helps you reflect and it helps you tweak and get better at all the different aspects of your teaching” [S49] Recognising when something learned previously was not applied, but should have been In response to the prompt, “What did you that did not go so well?” (Edith) identified a problem “I stumbled over some of the questions” This showed that he had not applied what he learned in the case study Later, in response to the reflective prompt, “What will you differently in the future?,” he generated the following hypothesis to address the problem: “For my next interview, I will definitely rewrite and simplify the interview questions” [S12] Challenging beliefs Positively disrupting views of practice “Those things are probably something as a team we need to [ask] ‘Where were we?’ ‘What were we doing when you were there?’ [S10] Contrasting espoused philosophy with reality Watching this episode provoked these teachers to reflect on the fit between their espoused philosophy and their actual practices as team members: “we 51 Using video to support in-service teacher professional development: the state of the field, limitations and possibilities need to go, ‘oh I’ll just go round there cos I can see Jayde with that group’ That’s something we need to learn about you, not that you change and go, “Heeellp,” we need to go, ‘Actually look at all of us here One of us needs to go round and be round there’ [S10] Supporting Document One: Data Extraction Spreadsheet See supporting spreadsheet submitted with this manuscript 52 Using video to support in-service teacher professional development: the state of the field, limitations and possibilities 53 ... only,  pay limited attention to the role of video in supporting in-service TPD (e.g reporting primarily on the use of video as a research tool), Using video to support in-service teacher professional... investigate the effectiveness of video as a tool to support in-service TPD can be categorised as considering effectiveness in two main ways: 28 Using video to support in-service teacher professional.. .Using video to support in-service teacher professional development: the state of the field, limitations and possibilities Using video to support in-service teacher professional