Special Issue: Considering experience to advance research in video-enhanced teacher learning
Résumé
Recent literature reviews in the field of video-enhanced teacher learning (e.g. Gaudin & Chaliès, 2015) show that video viewing has been increasingly used over the past 10 years in teacher education and professional development in all subject areas, at all grade levels, and all over the world. Three main reasons are identified: (i) video is an “artifact of practice” that helps create a link between the traditional theoretical education at the university and classroom practice; (ii) video viewing has been greatly eased by technical progress (e.g., digitalization, storage, edition, annotation); (iii) video viewing is a means to facilitate the implementation of institutional reforms.
The effects of video on the development of teachers’ abilities (e.g., noticing relevant features, reflecting on practice) are well documented. However, little is known about teacher and facilitator experience in video-enhanced educational situations and about how to develop user/learner experience design for video-enhanced teacher learning. How do teachers’ video-enhanced experiences improve their capacity to perform effective teaching in their classroom? How can we design better programs enabling (i) teachers to live such constructive experiences and (ii) facilitators to enact more efficient educational practices? Improving our knowledge on these two specific points holds promises for the design of new programs and can be a very valuable and innovative “research and design” area.
This special issue addresses such questions within different disciplinary and content-related contexts, using a variety of focus and methods to elicit teacher experience and/or facilitator experience in video-enhanced educational settings.