The role of video in teacher professional development

Brian Marsh, N. Mitchell

Research output: Contribution to journalArticlepeer-review


This literature review focuses on the e-use of video in teacher initial and continuing professional development. There is evidence that video technology used synchronously, and particularly asynchronously, can extend the quantity andquality of classroom observation experience, which in turn supports the development of observation, analysis and reflection in viewers. Theorising on thesegains, the authors describe how the linking of theory to practice, the development of pedagogical language and collaborative learning through communitiesof practice might all be related to video-enhanced teacher education. Claims for gains in codified subject knowledge are less convincing.
Original languageEnglish
Pages (from-to)403-417
Number of pages15
JournalTeacher Development
Issue number3
Publication statusPublished - 30 Jul 2014


  • video
  • professional learning
  • reflection
  • implicit knowledge
  • codified knowledge


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