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Equipping Teachers Visually
The overarching aim of the research reported here is to identify firstly learning effects of DV use in prospective and experienced teachers in relation to their pupils’ learning and secondly conditions that promote or hinder teacher learning with DV. Evidence-based knowledge about such conditions is relevant for designing, implementing and upscaling video use in teacher education.
In which respects and in which ways can collegial learning with DV help teachers improve the quality of their instruction? Can effects of DV use be observed not only in teachers themselves in the form of broader and richer skills repertoires, but also in pupils’ reactions to teachers’ instructional behaviour in the sense of moreadequate learning behaviour and/or better learning results?
We conclude that for teachers, learning with DV is a feasible way to discover alternatives for and in professional action. However, DV is not a cure-all or a quick fix. Teachers should get the opportunity to work with it and to learn to work with it. In that case, DV can be a powerful tool relevant for professional learning and practice.