<abstract xmlns="http://www.w3.org/1999/xhtml"><p>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.</p></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.

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

Swiss Federal Institute for Vocational Education and Training

Research on Education and Media

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

In the field of teachers training of different levels (primary and secondary) and types (in-service and pre-service), exploiting video support for teaching...

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

Publié en ligne: 26 déc. 2019

Pages: 100 - 108

DOI: https://doi.org/10.2478/rem-2019-0014

Mots clés
video annotation, in-service teacher training, Vocational Education and Training, feedback, professional practices

© 2019 Elena Boldrini et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

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

Publié en ligne: 26 déc. 2019

Pages: 100 - 108

DOI: https://doi.org/10.2478/rem-2019-0014

Mots clésvideo annotation, in-service teacher training, Vocational Education and Training, feedback, professional practices

© 2019 Elena Boldrini et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Mots clés
video annotation, in-service teacher training, Vocational Education and Training, feedback, professional practices