Abstract
ABSTRACTWhile there are extensive literature reviews on how classroom video may support teacher learning, none is specific to music educators. We reviewed the literature published over the last 30 years in peer-reviewed journals, focusing on empirical studies where classroom videos had been used with pre- and/or in-service school music teachers. Twenty four articles were shortlisted and analysed according to six dimensions. Findings indicated that most research in this field has been qualitative (mainly exploratory), focused on general and/or instrumental primary and secondary music teachers, and conducted within formal teacher education programmes. Moreover, classroom videos have been mainly utilised to foster teachers’ reflection upon their own teaching, with the final goal of improving instructional practices. We conclude that the use of classroom video in music teacher education is still in its infancy as compared to mathematics, science, and literacy teacher education. Lines for further research are proposed.
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