View in EDS

Videos in pre and in-service teacher training and professional development: a literature review.

Saved in:
Bibliographic Details
Title: Videos in pre and in-service teacher training and professional development: a literature review.
Authors: Fraidlin, Avner1 (AUTHOR) afraidlin@gmail.com, Van Stratton, Jessica E.1 (AUTHOR), Beeman, Elizabeth1 (AUTHOR), Gongulia, Kriti1 (AUTHOR), Halkowski, Madeline2 (AUTHOR), McElroy, Alyssa1 (AUTHOR)
Source: Technology, Pedagogy & Education. Apr2026, Vol. 35 Issue 2, p315-339. 25p.
Subject Terms: *Teacher training, *Classroom management, *Student teachers, *Psychological feedback, *Professional education, *Educational films, *Teachers, Empirical research
Abstract: Although videos have been established as a central tool in teacher training, empirical evidence for the impact of video training on teachers' classroom practice (as opposed to cognitive skills) is limited. Thus, the review included only studies that directly measured teachers' performance. Of the reviewed studies (n = 18), 13 (72%) reported positive outcomes, however, the research design in only eight permitted causal or functional relations to be determined. Thus, empirical evidence for the utility of video training was provided by less than half (n = 8; 44%) of the reviewed studies. Video models and video feedback were included as training components in only a limited number of studies, despite their unique suitability for training in classroom management skills, which the literature identifies as a significant need of pre-service teachers. Additional findings, limitations and recommendations are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Technology, Pedagogy & Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Description
Abstract:Although videos have been established as a central tool in teacher training, empirical evidence for the impact of video training on teachers' classroom practice (as opposed to cognitive skills) is limited. Thus, the review included only studies that directly measured teachers' performance. Of the reviewed studies (n = 18), 13 (72%) reported positive outcomes, however, the research design in only eight permitted causal or functional relations to be determined. Thus, empirical evidence for the utility of video training was provided by less than half (n = 8; 44%) of the reviewed studies. Video models and video feedback were included as training components in only a limited number of studies, despite their unique suitability for training in classroom management skills, which the literature identifies as a significant need of pre-service teachers. Additional findings, limitations and recommendations are discussed. [ABSTRACT FROM AUTHOR]
ISSN:1475939X
DOI:10.1080/1475939X.2025.2531870