Towards a model of effective use of video for teacher professional development

Based on previous research, this paper proposes an emerging model to outline the learning outcomes that teacher education programmes using video should consider. Besides cognitive and psychomotor learning, the affective and social needs of teachers are also highlighted in the model to inform the development of video-mediated teacher professional activities. Three broad strategies are identified in the model for bringing forth the learning outcomes, namely, critical reflection, meaningful comparison and productive discussion. These interact to shape the landscape of teacher professional learning. The model also identifies the key role of facilitators and the importance of video selection in enhancing teacher learning via video-mediated activities. It is suggested that the emergent model can serve as a heuristic guide on effective use of video for teacher professional development.postprintThe International Seminar, hosted by the national network of Science Learning Centres and University of York Science Education Group (UYSEG), York, U.K., February 2010