Was it worth the effort? An exploratory study on the usefulness and acceptance of video annotation for in-service teachers training in VET sector

Open access

Abstract

In the field of teachers training of different levels (primary and secondary) and types (in-service and pre-service), exploiting video support for teaching practices analysis is a well-established training method to foster reflection on professional practices, self- and hetero-observation, and finally to improve teaching. While video has long been used to capture microteaching episodes, illustrate classroom cases and practices, and to review teaching practices, recent developments in video annotation tools may help to extend and augment the potentialities of video viewing. Various, although limited, numbers of studies have explored this field of research, especially with respect to in-service teachers training. However, this is less the case for Vocational Education and Training. The study presented here is a pilot experience in the field of in-service teachers training in the vocational sector. A two-year training programme using video annotation has been evaluated and analysed. The dimensions investigated are teachers’ perceptions on the usefulness, acceptance and sustainability of video annotation in teaching practices analysis. Results show a very good acceptance and usefulness of video annotation for reflecting on practice and to deliver feedbacks. Implications for the integration of a structural programme of analysis of practices based on video annotation are presented.

If the inline PDF is not rendering correctly, you can download the PDF file here.

  • Boldrini E. & Cattaneo A. (2013). Written identifications of errors to learn professional procedures in VET. Journal of Vocational Education and Training65(4) 525-542.

  • Boldrini E. & Cattaneo A. (2014). Scaffolding collaborative reflective writing in a VET curriculum. Vocations and learning 7(2) 145-165.

  • Boldrini E. Ghisla G. & Bausch L. (2014). Progetti di didattica per situazioni. In G. P. Quaglino (Ed.) Formazione. I metodi (pp. 337-360). Milano: Raffaello Cortina.

  • Bonaiuti G. (2012). La video annotazione per osservare e riflettere. Form@ re-Open Journal per la formazione in rete12(79) 71-83.

  • Brinko K. T. (1993). The practice of giving feedback to improve teaching: What is effective? The Journal of Higher Education 64(5) 574-593.

  • Calvani A. Bonaiuti G. & Andreocci B. (2012). Il microteaching rinascerà a nuova vita? Video annotazione e sviluppo della riflessività del docente. Giornale Italiano della Ricerca Educativa 4(6) 29-42.

  • Cattaneo A. van der Meij H. & Sauli F. (2018). An Empirical Test of Three Instructional Scenarios for Hypervideo Use in a Vocational Education Lesson. Computers in the Schools 35(4) 249-267.

  • Colasante M. (2011). Using video annotation to reflect on and evaluate physical education pre-service teaching practice. Australian Journal of Educational Technology 27(1) 66-88.

  • Fukkink R. G. Trienekens N. & Kramer L. J. (2011). Video feedback in education and training: Putting learning in the picture. Educational Psychology Review 23(1) 45-63.

  • Gaudin C. & Chaliès S. (2015). Video viewing in teacher education and professional development: A literature review. Educational Research Review 16 41-67.

  • Hattie J. & Timperley H. (2007). The Power of feedback. Review of Educational Research 77(1) 81-112.

  • Kember D. McKay J. Sinclair K. & Wong F. (2008). A four-category scheme for coding and assessing the level of reflection in written work. Assessment & Evaluation in Higher Education 33(4) 369–379.

  • Pérez-Torregros A.B. Díaz-Martín C. & Ibáñez-Cubillas P. (2017). The use of video annotation tools in teacher training. Procedia: Social and Behavioral Sciences237 485-464.

  • Picci P. Calvani A. Bonaiuti G. (2012). The use of digital video annotation in teacher training: the teachers’ perspectives. Procedia: Social and Behavioral Sciences 69 600-613.

  • Rich P. & Hannafin M. (2009). Video Annotation Tools: Technologies to Scaffold Structure and Transform Teacher Reflection. Journal of Teacher Education 60(1) 52-67.

  • Saedon H. Salleh S. Balakrishnan A. Imray C. H. & Saedon M. (2012). The role of feedback in improving the effectiveness of workplace based assessments: a systematic review. BMC medical education 12.

  • Sauli F. Cattaneo A. & van der Meij H. (2018). Hypervideo for educational purposes: a literature review on a multi-faceted technological tool. Technology Pedagogy and Education 27(1) 115-134.

  • Tripp T. R & Rich P. (2012). The influence of video analysis on the process of teacher change. Teaching and Teacher Education28(5) 728–739.

  • Van Es E. A. M. Cashen et al. (2017). Learning to Notice Mathematics Instruction: Using Video to Develop Preservice Teachers’ Vision of Ambitious Pedagogy. Cognition and Instruction 35(3) 165–187.

  • Voerman L. Meijer P. C. Korthagen F. A. & Simons R. J. (2012). Types and frequencies of feedback interventions in classroom interaction in secondary education. Teaching and Teacher Education 28(8) 1107-1115.

Search
Journal information
Metrics
All Time Past Year Past 30 Days
Abstract Views 0 0 0
Full Text Views 38 38 22
PDF Downloads 37 37 21