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The purpose of this paper is to discuss methodological issues concerning the use of video observation of a single lesson as a supplement to interviews when studying teachers’ practice and competencies.

Using a Danish follow-up study focused on teachers’ practice as a jumping-off point, the authors address both opportunities and challenges when triangulating interviews with video observations of a single lesson. The discussion is structured around the four challenges when using video observations presented by Derry et al. (2010), namely selection, technology, analysis and ethics.

Based on experiences from the follow-up study, the use of video observations for triangulation has the potential to nuance the meanings ascribed to teachers’ practice. This approach entails productive challenges that can support the more nuanced and diverse perspectives on teachers’ practice if used proactively.

Although there is a wide body of literature on conducting interviews and observations when studying teachers’ practice, the use of a combination of interviews and video observations is seldom addressed. This paper presents concrete experience of how to capture different aspects of teachers’ practice by triangulating data generated from interviews and from video observations in a research design with limited resources. The authors discuss what to consider when planning and conducting video observations of a single lesson as part of an interview-based study.

This article offers practical advice to ethnographers venturing into doing participant observations through, but not about, videoconferencing applications such as Zoom, for which the methods literature offers little guidance.

The article stems from a research project about a BioMedical Design Fellowship. As the COVID-19 pandemic hit, the Fellowship converted all teaching activities to online learning via Zoom, and the participant observations followed along. Taking an autoethnographic approach, the authors present and discuss concrete examples of encountered obstacles produced by the video-mediated format, such as limited access and interactions, technical glitches and changing experiences of embodiment.

Changing embodiment in particular initially led the authors to believe that the “messiness” of ethnography (i.e. misunderstandings, emotions, politics, self-doubts etc.) was lost online. However, over time the authors realized that the mess was still there, albeit in new manifestations, because Zoom shaped the interactions of the people the authors observed, the observations the authors could make and how the authors related to research participants and vice versa.

The article succinctly summarizes the key advice offered by the researchers (see Section 5) based on their experiences of converting on-site ethnographic observations into video-mediated observations enabling easy use by other researchers in relation to other projects and contexts.

The article positions video-mediated observations, via e.g. Zoom, which are distinctly characterised by happening in real time and having an object of study other than the online sphere itself, vis-à-vis other “online ethnography” methods. The article further aims to enable researchers to more rapidly rediscover and re-incite the new manifestations of the messiness of ethnography online, which is key to ensuring high-quality research.

This study examined the value of using near-peer video-based feedback to help train aspiring school leaders in coaching strategies. This research is part of a larger study in which feedback was solicited from both aspiring teachers and aspiring school leaders. The current study focused on the responses provided by the aspiring school leaders.

This study utilized a phenomenological design. Undergraduate students enrolled in a public university in the Southwestern United States were recorded delivering instruction during their final semester of student teaching. These videos were uploaded to a secure website using EdPuzzle. Graduate students aspiring to be principals who were enrolled in a supervision course at the same university observed these classroom videos and provided feedback.

In regard to what participants learned about using video recordings, responses of aspiring principals fell into three themes as follows: establishing trust, providing critical feedback and broadening perspectives.

This study is limited by it being a small-scale study conducted at one public university in the Southwestern United States. Accordingly, the findings of this study are limited in their generalizability.

This study highlights the usefulness of collaborations between educator preparation programs and principal preparation programs to enhance the learning of both student groups.

This research adds to the small but growing body of literature regarding near-peer video-based feedback and its potential value in helping aspiring principals practice coaching skills using written feedback.

To reflect what a teacher’s inner voice mediated by a video observation and discussion revealed about the process of change in literacy practices.

Nexus Analysis (NA) (Scollon & Scollon, 2004) was used in studying the teacher’s self-reflective dialogue for identifying the teacher’s (the first author) ways of being in the nexus of old and new literacy practices – in the process of change in the context of literacy practices. These ways of being were reflected on further in the study in the collaboration with the other authors.

The teacher’s ways of being balanced between “not knowing” and “knowing” connected both personal and professional aspects of learning.

Inner states of professional learning processes imply that both personal and professional support is needed in educational changes, such as the change in literacy practices. Video observations and discussion should thus not only concentrate on practical or theoretical issues of professional learning, but on promoting and offering safe spaces for reflection on subjective learning experiences.

Packing for travel is an intriguing aspect of tourist behavior. Until recently, no research has sought to explain what the modern traveler packs for air journeys or why these items are packed. Perhaps for some observers these questions appear mundane, and the answers appear obvious, yet these issues attract a great volume on commentary on websites, blogs, in travel books, in magazines, and conversations between travelers. From these sources, Hyde and Olesen (2011) developed a grounded theory of packing for air travel. The purpose of this article is to test the grounded theory of packing for air travel using video-ethnographic case study data. The findings are that the grounded theory for air travel is able to explain what possessions are packed and the motives for these items being packed. The emphasis that any individual places on the possessions they pack and the role these possessions play during a journey will differ by traveler. This adds to extant literature on packing for travel.

One of the major challenges in teacher training programs is the gap between the theory that is presented to pre‐service teachers and actual classroom practice. Many researchers, educators, and pre‐service teachers have emphasized the difficulty of linking theory and practice in teacher education programs. The purpose of this study is to better understand the impact of online teaching videos on the development of self‐efficacy beliefs in pre‐service teachers.

Over 400 student teachers participated in this study. Statistical analyses of questionnaires were conducted to assess the impact of online teaching videos. The results reveal that online videos did affect the self‐efficacy beliefs of pre‐service teachers.

Online videos of teaching practices appear to contribute positively to feelings of self‐efficacy in pre‐service teachers.

Given the importance of self‐efficacy for teachers' professional development, online videos could prove highly useful to this end. Apart from the impact of the videos themselves, self‐directed learning has the benefit of flexibility in terms of time and space, which is typical of open and distance learning in general. Furthermore, online videos can be readily adapted to individual professional development plans, according to the teacher's needs, in contrast to more formal training programs (either initial or continuing) with their relatively rigid, predetermined contents.

This study presents an original self‐training online video device that could easily be integrated in teacher training to support effectively their professional development.

The purpose of this paper is to examine power relations embedded in verbal and non-verbal medication communication processes that involve nurses, doctors, pharmacists and patients in two general medical wards of an acute care hospital.

This paper reports on the findings of an ethnographic study investigating medication communication processes in hospital spatial environments. It was theoretically informed by the work of Norman Fairclough. Data collection methods comprising video-recordings and video reflexive focus groups were employed. Fairclough's critical discourse analytic framework guided data analysis.

Four different forms of power relations between clinician-patient, nurse-doctor, clinician-organisation and multidisciplinary interactions were uncovered. Nurses asserted their professional autonomy when communicating with doctors about medications by offering specific advice on medical prescribing and challenging medication decisions. Video reflexivity enabled nurses to critically examine their contribution to medication decision-making processes. Clinicians of different disciplines openly contested the organisational structure of patient allocation during medical discussions about management options. Clinicians of different disciplines also engaged in medication communication interchangeably to accomplish patient discharge.

An investigation of existing power relations embedded in medication communication processes within specific clinical contexts can lead to a better understanding of medication safety practices. Video reflexive focus groups are helpful in encouraging clinicians to reflect on their practice and consider ways in which it could be improved in how power relations are played out.

This chapter examines the role that video has played since its introduction to teacher education in the 1960s. The chapter first reviews several leading innovations that have been popular across the last forty years. I then argue that in the past, teacher education has not always capitalized on the features of video that make it particularly useful for teachers. To address this issue, I introduce three affordances of video that should be considered when designing video-based activities for teachers. To conclude, I point to several programs that leverage these affordances and that I recommend we investigate for the future.

360-degree video is recorded with omnidirectional or multi-camera systems that capture all directions at the same time in a spherical view. With immersive technologies gaining momentum and reducing educational cost, it has attracted the interest of the academic community. However, little is known about using 360-degree video in teacher education. The purpose of this study is to conduct a systematic scoping review through a systematic process based on 15 included studies to determine the characteristics, impacts, strengths and weaknesses of the 360-degree video applied to teacher education.

This study combines scoping and systematic review based on the PRISMA paradigm.

This paper explores that 360-degree videos are applicable to teacher education, specifically with their positive effects on pre-service teachers’ immersion, noticing, reflection and interpersonal competence. However, as for learners’ reactions, physical discomfort is reported, like motion sickness.

First, some recently published studies on the subjects were partially accessible, which precluded the authors from adding their findings to this study. Second, the sample of articles is constrained to the search and selection strategies described in the methods section, which increases the possibility that pertinent research may be omitted. Furthermore, this study’s summary of the selected research may be inadequate. Third, only English-language publications were included in this study. Future researchers can expand on this topic by gathering additional relevant empirical data from publications in other languages.

Practically, findings in this study reveal the positive effects of 360-degree video in teacher education. The results may help researchers and preservice teachers better understand 360-degree video and use it more frequently in teaching. Instructional video technologies have been found to have a nearly medium effect on learning effectiveness in educational practice from a broader perspective.

The findings in this study can shed light on future educational technology research on instructional video technologies and technology-enhanced teacher education.

Problem solving is a skill in mathematics which although always relevant has heightened priority due to the changes in the new mathematics GCSE (Department for Education, 2013). It has previously been a skill which is deemed underdeveloped within mathematics and therefore is a theme which teachers are seeking to improve and nurture in order to align with the new changes. The GCSE is the formal qualification that students take at the end of Key Stage 4 (KS4) in the UK. The paper aims to discuss these issues.

The focus of the enquiry was to explore, using lesson studies, the differences in students’ approaches to problem solving. Consequently, key themes relating to the mediation of gender, ability, and academic motivation surfaced. Considering these themes, the paper subsequently reflects upon pedagogical practices which might effectively develop students’ ability to problem solve. The study took part in a mixed gender comprehensive secondary school with students taking part in the observation lesson ranging in age from 11 to 12 years old. The authors are the teachers who took part in the lesson study. The teachers implemented observation techniques in the form of video and peer observation with the accompanying teacher. In addition, students provided feedback on how they approached the problem-solving tasks through a form of semi-structured interviews, conducted via the use of video diaries where no teachers were present to prevent power bias. Following this, a thematic analysis of both the observations and student video diaries generated conclusions regarding how said key themes shaped the students’ approaches to problem solving.

Students’ frustration and competitive need to find a specific answer inhibited their ability to thoroughly explore the problem posed thus overseeing vital aspects needed to solve the problem set. Many students expressed a passion for problem solving due to its freedom and un-rigid nature, which is something teachers should nurture.

Generally, teachers are led by a culture in which attainment is the key. However, an atmosphere should be developed where the answer is not the key and students can explore the vibrant diversity mathematics and problem solving can offer.