Interactive video technology: enhancing professional learning in initial teacher education

Brian Marsh, N. Mitchell, P. Adamczyk

Research output: Contribution to journalArticlepeer-review


The University of Sussex In-School Teacher Education Project (InSTEP) uses interactive video technologies to enhance initial teacher education programmes for science trainee teachers. With four Internet Protocol cameras and mounted microphones in both school laboratories and the university teaching room, trainees and their tutors are able to interact live with schools. This paper presents some of the findings of a two-year evaluation of InSTEP aimed at identifying the benefits for trainee teachers. There has been an increase in the use of video material for teacher training purposes, however, trainee teachers are often intimidated by carefully selected extracts featuring experienced teachers. InSTEP activities are live and capitalise on all the opportunities associated with normal classroom practice. Literature points to InSTEP-type activities having the potential to enhance the development of trainees’ observation skills, develop reflective thinking, provide authentic illustrations of classroom practice, enable remote observation and facilitate the coaching of trainees by mentors. A fourth generation model of evaluation was undertaken with data generated by semi-structured interviews with university tutors and mentors supported by a questionnaire and group interviews with the trainees. The main findings point to InSTEP enhancing and accelerating the growth of trainee teachers’ professional knowledge through enabling reflective practice, facilitating collaborative learning, and supporting the development of the language of pedagogy.
Original languageEnglish
Pages (from-to)742-748
Number of pages7
JournalComputers and Education
Issue number3
Publication statusPublished - Apr 2010


  • improving classroom teaching, adult learning, cooperative/collaborative learning, developing professional knowledge


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