Kennedy K. H. CHAN, Monaliza M. CHIAN, Jeremy NG
Teacher quality is regarded as one of the most critical factors contributing to student learning (Darling-Hammond, 2000; Hattie, 2012). Accordingly, developing teacher quality is a high-leverage strategy for enhancing student educational achievement. Classroom videos are increasingly used to facilitate teacher professional learning. The use of video is grounded in contemporary approaches for augmenting teacher learning, which highlights the importance of situating teachers’ learning opportunities in their day-to-day classroom activities in addition to providing opportunities for teachers to work collaboratively to reflect on their teaching practices. Video is a rich medium that can capture the complexity, immediacy, and simultaneity of classroom interactions without losing authenticity (Sherin, 2004). Video not only allows teachers to freeze or slow down a particular classroom interaction for fine-grained analysis and reflection (Brophy, 2004) but also provides a springboard for teachers’ collective discussion and reflection (Borko et al., 2008).
While video-based teacher learning is promising, it also presents some challenges. Teachers can easily become distracted by irrelevant information during video viewing (Erickson, 2007). They also exhibit some tendency to use evaluative discourse rather than forming evidence-based interpretations when discussing videotaped teaching episodes (Nemirovsky et al., 2005; Sherin & van Es, 2009). Hence, video-embedded teacher professional learning activities need to be carefully designed. At a macro level, design decisions include: (1) identifying worthy teacher learning goals; (2) choosing an instructional approach; (3) designing video-embedded activities; (4) addressing the limitations of videos; (5) aligning assessments with instructional goals (Blomberg et al., 2013; Kang & van Es, 2019). At a more micro level, designers can consider various aspects of their video-embedded learning activities, as indicated in Table 1.
Table 1. Aspects to consider when designing video-embedded activities

Below are some relevant and timely school examples, internet resources, tools and scholarly contributions that raise issues, considerations and challenges for using videos to enhance teachers’ professional learning.
References
Brophy, J. (Ed.). (2004). Using video in teacher education. Emerald Group Publishing Limited.
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.

Highly-Cited Academic Articles
Articles Published in/about the Region
Practitioners-centered Resources
Published Articles
Types of video material: selection and capturing of video footages
Linsenmeier, K., & Sherin, M. G. (2007). What?, Wow!, and Hmm…: Video clips that promote discussion of student math thinking. Journal of Mathematics Education Leadership, 10, 32-41.
Nature of the learning task: Individual video analysis/reflection
Knight, J. (2014). What you learn when you see yourself teach. Educational Leadership, 71(8), 18-23.
Knight, J., Bradley, B. A., Hock, M., Skrtic, T. M., Knight, D., Brasseur-Hock, I., ... & Hatton, C. (2012). Record, replay, reflect. The Learning Professional, 33(2), 18-23.
Nature of the learning task: collective video analysis, video coaching
Forsythe, M., & Johnson, H. (2017). What to see, what to say: Tips for participating in teacher video clubs. Tools for Learning Schools, 20(2), 1-7.
Knight, J., Elford, M., Hock, M., Dunekack, D., Bradley, B., Deshler, D. D., & Knight, D. (2015). 3 steps to great coaching. The Learning Professional, 36(1), 10.
Sherin, M. G., & Linsenmeier, K. A. (2011). Pause, rewind, reflect: Video clubs throw open the classroom doors. The Learning Professional, 32(5), 38-41.
Tools and scaffolds for analysis and/or discussion of video
Books
Baecher, L. (2019). Video in teacher learning: Through their own eyes. Corwin Press.
Knight, J. (2014). Focus on teaching: Using videos for high-impact instruction. Corwin Press.
HKU Hub
Faculty of Education. (n.d.). New tools puts focus on classroom talk. The University of Hong Kong.
Internet Resources
Websites
Vosaic. (n.d.). Video coaching, observation, & analysis blog.
Videos
Edutopia. (2018, October 23). Using video for professional development.
Frontline Education. (2020, January 30). 5 ways videos can transform classroom instruction.
TED (2013, May 8). Bill Gates: Teachers need real feedback.

Tools and Devices
Video capturing
Swivl
Wearable cameras
Holt, S. (2014, November 8). Inventio HD video sunglasses review. The Gadgeteer.
Cameras for shooting 360 panoramic videos
Video annotation and analysis
College of Education and Human Development. (n.d.) VideoAnt. University of Minnesota.
Technology-Enriched Learning Initiative. (n.d.). VideoVox. The University of Hong Kong. (Contact Professor Michael G. Botehlo, botelho@hku.hk)
Classroom discourse analyser
Faculty of Education. (2021). V2elearn. The University of Hong Kong.
(Contact Dr. Gaowei Chen, gwchen@hku.hk)
Extended Readings
Tools for capturing video footages
Types of video material: selection and capturing of video footages
Nature of the learning task: Individual video analysis/reflection
Nature of the learning task: Collective video analysis/discussion/reflection/video coaching
Tools and scaffolds for analysis and discussion of video
Involvement and role of facilitator
General references
Disclaimer:
References in this site to any specific resources and tools are for the information and convenience of the public only. They do not constitute ownership or endorsement by ALiTE of any opinions offered by any corporation, organisation, or individual.