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Video as ‘Observing Experience’

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Methodologies of Mediation in Professional Learning

Part of the book series: Professional Learning and Development in Schools and Higher Education ((PROD,volume 14))

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Abstract

This chapter presents the theoretical groundings of video as observing experience. Since the early 1990s, video as a methodology has gained a central place in teacher education pedagogy as a medium for in-depth observation of experience. To date, it is recognized as a powerful reflective tool for encouraging thinking aloud processes, as an integral component of reflective action-research models in teacher education and as central to stimulated recall techniques of analysis and interpretation. Video is a powerful genre for mediating learning ‘on action’, encouraging self and group examination and a focus on teaching-learning ‘live events’ from the perspective of both the teacher and the learner. The chapter discusses the theoretical groundings of video, with a focus on studies conducted in teacher education on the uses, processes and outcomes of video as a pedagogy for mediating teacher learning. The second part presents concrete examples of mediation tasks through cases in teacher education. The last part presents a synthesis of the major themes identified in the literature on the use of video in teacher education. The synthesis is organized around purposes, processes, outcomes and target audience studied. Like previous chapters, this synthesis is followed by a comprehensive checklist of selected articles, books and handbooks on cases organized by decades (from 1990 onwards).

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Selected Books and Articles on Video by Decades

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Authors and Affiliations

  1. Faculty of Education, University of Haifa, Haifa, Israel

    Lily Orland-Barak

  2. Gordon College of Education, Haifa, Haifa, Israel

    Ditza Maskit

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  1. Lily Orland-Barak
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  2. Ditza Maskit
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Orland-Barak, L., Maskit, D. (2017). Video as ‘Observing Experience’. In: Methodologies of Mediation in Professional Learning. Professional Learning and Development in Schools and Higher Education, vol 14. Springer, Cham. https://doi.org/10.1007/978-3-319-49906-2_5

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  • DOI: https://doi.org/10.1007/978-3-319-49906-2_5

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