Abstract
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.
Highlights
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 promise of visual teacher learning for fostering higher-order learning and teaching
The promise of video use in teacher education and PD lies in its potential to encourage a transfer between practice and theory
Summary
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 nature of change in teachers’ action after participating in what I call Visual Teacher Learning (VTL) has to do with firstly taking more initiative and a more activating role in the classroom. Teachers achieve this by acquiring, developing and/or sustaining basic teaching skills, by talking less oneself while simultaneously encouraging learners more to engage with and talk about the lesson content by using more open and probing. The greatest challenge currently facing them is to promote the shift from teacher-dominated and reproduction-oriented learning towards active, higher-order learning, in which pupils develop an understanding of foundational, transferable concepts. Such higher-order learning is increasingly being demanded by technological developments in industrialised as well as industrialising countries
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