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Video viewing in teacher education and professional development: A literature review
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inferredcites →https://doi.org/10.1002/(sici)1098-237x(199807)82:4<491::aid-sce5>3.0.co;2-6openalex-snapshot
Investigating preservice elementary science teacher reflective thinking using integrated media case-based instruction in elementary science teacher preparation
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Using Video in Science Teacher Education: An Analysis of the Utilization of Video-Based Media by Teacher Educators and Researchers
inferredcites →https://doi.org/10.1007/978-3-319-18669-6_11openalex-snapshot
An Activity-Centred Approach to Work Analysis and the Design of Vocational Training Situations
inferredcites →https://doi.org/10.1007/bf02652803openalex-snapshot
Learning with classroom videos: conception and first results of an online teacher-training program
inferredcites →https://doi.org/10.1007/bf02818171openalex-snapshot
Grounded constructions and how technology can help
inferredcites →https://doi.org/10.1007/bf03033432openalex-snapshot
Decisions and reasons: examining preservice teacher decision-making through video self-analysis
inferredcites →https://doi.org/10.1007/s10648-008-9093-4openalex-snapshot
Example-Based Learning in Heuristic Domains: A Cognitive Load Theory Account
inferredcites →https://doi.org/10.1007/s10763-014-9607-0openalex-snapshot
Professional Vision of Classroom Management and Learning Support in Science Classrooms—Does Professional Vision Differ Across General and Content-Specific Classroom Interactions?
inferredcites →https://doi.org/10.1007/s10763-014-9610-5openalex-snapshot
Where Low and High Inference Data Converge: Validation of CLASS Assessment of Mathematics Instruction Using Mobile Eye Tracking with Expert and Novice Teachers
inferredcites →https://doi.org/10.1007/s10763-015-9627-4openalex-snapshot
Erratum to: Professional Vision of Classroom Management and Learning Support in Science Classrooms—Does Professional Vision Differ Across General and Content-Specific Classroom Interactions?
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The role of lesson analysis in pre-service teacher education: an empirical investigation of teacher learning from a virtual video-based field experience
inferredcites →https://doi.org/10.1007/s10857-007-9063-7openalex-snapshot
Learning to observe: using video to improve preservice mathematics teachers’ ability to notice
inferredcites →https://doi.org/10.1007/s10857-009-9133-0openalex-snapshot
Prospective primary mathematics teachers’ learning from on-line discussions in a virtual video-based environment
inferredcites →https://doi.org/10.1007/s10857-009-9138-8openalex-snapshot
The effect of video-based approach on prospective teachers’ ability to analyze mathematics teaching
inferredcites →https://doi.org/10.1007/s10857-012-9225-0openalex-snapshot
Using video for professional development: the role of the discussion facilitator
inferredcites →https://doi.org/10.1007/s10857-013-9263-2openalex-snapshot
Learning to teach mathematics and to analyze teaching effectiveness: evidence from a video- and practice-based approach
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Using representations of practice to elicit mathematics teachers’ tacit knowledge of practice: a comparison of responses to animations and videos
inferredcites →https://doi.org/10.1007/s10956-013-9476-2openalex-snapshot
Beginning Science Teachers’ Use of a Digital Video Annotation Tool to Promote Reflective Practices
inferredcites →https://doi.org/10.1007/s10972-005-1105-3openalex-snapshot
Too Close for Comfort: Real-Time Science Teaching Reflections via Digital Video Editing
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Teacher Talk Patterns in Science Lessons: Use in Teacher Education
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Tracking Pre-service Teachers’ Changing Conceptions of Good Science Teaching: The Role of Progressive Reflection with the Same Video
inferredcites →https://doi.org/10.1007/s11251-007-9043-4openalex-snapshot
The building of pre-service primary teachers’ knowledge of mathematics teaching: interaction and online video case studies
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Understanding video as a tool for teacher education: investigating instructional strategies to promote reflection
inferredcites →https://doi.org/10.1007/s11528-011-0537-1openalex-snapshot
Ten Essential Questions Educators Should Ask When Using Video Annotation Tools
inferredcites →https://doi.org/10.1007/s11858-010-0292-3openalex-snapshot
Using video to teach future teachers to learn from teaching
inferredcites →https://doi.org/10.1007/s11858-010-0302-5openalex-snapshot
Using video representations of teaching in practice-based professional development programs
inferredcites →https://doi.org/10.1007/s12186-014-9122-zopenalex-snapshot
Factors Within University-Based Teacher Education Relating to Preservice Teachers’ Professional Vision
inferredcites →https://doi.org/10.1007/s12528-011-9042-yopenalex-snapshot
If a picture is worth a thousand words is video worth a million? Differences in affective and cognitive processing of video and text cases
inferredcites →https://doi.org/10.1016/0738-3991(84)90022-3openalex-snapshot
The reflective practitioner: How professionals think in action
inferredcites →https://doi.org/10.1016/0959-4752(94)90003-5openalex-snapshot
Cognitive load theory, learning difficulty, and instructional design
inferredcites →https://doi.org/10.1016/j.apergo.2004.06.003openalex-snapshot
Auto- and allo-confrontation as tools for reflective activities
inferredcites →https://doi.org/10.1016/j.chb.2013.04.014openalex-snapshot
Computer-supported collaborative learning with digital video cases in teacher education: The impact of teaching experience on knowledge convergence
inferredcites →https://doi.org/10.1016/j.compedu.2009.09.011openalex-snapshot
Interactive video technology: Enhancing professional learning in initial teacher education
inferredcites →https://doi.org/10.1016/j.compedu.2011.09.004openalex-snapshot
Discussing teaching videocases online: Perspectives of preservice and inservice EFL teachers in Taiwan
inferredcites →https://doi.org/10.1016/j.ijer.2007.10.009openalex-snapshot
Addressing the challenge of legitimate international comparisons of classroom practice
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Developing the SRL-PV assessment scheme: Preservice teachers’ professional vision for teaching self-regulated learning
inferredcites →https://doi.org/10.1016/j.tate.2003.08.001openalex-snapshot
Teacher learning in the context of a video club
inferredcites →https://doi.org/10.1016/j.tate.2006.04.015openalex-snapshot
Linking technology, learning, and stories: Implications from research on hypermedia video-cases
inferredcites →https://doi.org/10.1016/j.tate.2006.11.005openalex-snapshot
Mathematics teachers’ “learning to notice” in the context of a video club
inferredcites →https://doi.org/10.1016/j.tate.2006.11.012openalex-snapshot
Video as a tool for fostering productive discussions in mathematics professional development
inferredcites →https://doi.org/10.1016/j.tate.2006.12.016openalex-snapshot
Small-group problem-based learning as a complex adaptive system
inferredcites →https://doi.org/10.1016/j.tate.2008.02.010openalex-snapshot
Engaging student teachers in meaningful reflective practice
inferredcites →https://doi.org/10.1016/j.tate.2008.09.003openalex-snapshot
The Video Viewing Task: A source of information for assessing and addressing teacher understanding of text-based discussion
inferredcites →https://doi.org/10.1016/j.tate.2009.02.020openalex-snapshot
Supporting teacher professional development through online video case study discussions: An assemblage of preservice and inservice teachers and the case teacher
inferredcites →https://doi.org/10.1016/j.tate.2010.07.006openalex-snapshot
Let’s make a movie: Investigating pre-service teachers’ reflections on using video-recorded role playing cases in Turkey
inferredcites →https://doi.org/10.1016/j.tate.2010.08.009openalex-snapshot
Teacher learning from analysis of videotaped classroom situations: Does it make a difference whether teachers observe their own teaching or that of others?
inferredcites →https://doi.org/10.1016/j.tate.2010.09.015openalex-snapshot
Understanding affordances and challenges of three types of video for teacher professional development
inferredcites →https://doi.org/10.1016/j.tate.2010.10.004openalex-snapshot
Professional vision and the politics of teacher learning
inferredcites →https://doi.org/10.1016/j.tate.2011.04.002openalex-snapshot
Assessment of teacher competence using video portfolios: Reliability, construct validity, and consequential validity
inferredcites →https://doi.org/10.1016/j.tate.2011.04.004openalex-snapshot
Rethinking the use of video in teacher education: A holistic approach
inferredcites →https://doi.org/10.1016/j.tate.2011.04.008openalex-snapshot
How pre-service teachers observe teaching on video: Effects of viewers’ teaching subjects and the subject of the video
inferredcites →https://doi.org/10.1016/j.tate.2011.09.005openalex-snapshot
Examining the development of a teacher learning community: The case of a video club
inferredcites →https://doi.org/10.1016/j.tate.2012.01.011openalex-snapshot
The influence of video analysis on the process of teacher change
inferredcites →https://doi.org/10.1016/j.tate.2012.08.009openalex-snapshot
Fostering lifelong learning – Evaluation of a teacher education program for professional teachers
inferredcites →https://doi.org/10.1016/j.tate.2013.01.010openalex-snapshot
Using a standardized video-based assessment in a university teacher education program to examine preservice teachers knowledge related to effective teaching
inferredcites →https://doi.org/10.1016/j.tate.2013.02.002openalex-snapshot
What do teachers think and feel when analyzing videos of themselves and other teachers teaching?
inferredcites →https://doi.org/10.1016/j.tate.2013.03.004openalex-snapshot
Instructional strategies for using video in teacher education
inferredcites →https://doi.org/10.1016/j.tate.2013.09.001openalex-snapshot
First steps into understanding teachers' visual perception of classroom events
inferredcites →https://doi.org/10.1016/j.tate.2014.09.005openalex-snapshot
Studying teacher noticing: Examining the relationship among pre-service science teachers' ability to attend, analyze and respond to student thinking
inferredcites →https://doi.org/10.1016/s0742-051x(02)00011-2openalex-snapshot
Staff development in early reading intervention programs: the facilitator
inferredcites →https://doi.org/10.1016/s1080-9724(99)80076-7openalex-snapshot
Toward a theory of teaching-in-context
inferredcites →https://doi.org/10.1016/s1479-3687(03)10001-6openalex-snapshot
1. NEW PERSPECTIVES ON THE ROLE OF VIDEO IN TEACHER EDUCATION
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5. VIDEOCASES IN ELEMENTARY SCIENCE TEACHER PREPARATION
inferredcites →https://doi.org/10.1016/s1479-3687(03)10006-5openalex-snapshot
6. FOR THE ENRICHMENT OF PRACTICAL KNOWLEDGE: GOOD PRACTICE AND USEFUL THEORY FOR FUTURE PRIMARY TEACHERS
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7. DESIGNING A VIRTUAL K-2 CLASSROOM LITERACY TOUR: LEARNING TOGETHER AS TEACHERS EXPLORE “BEST PRACTICE”
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10. USING VIDEO AS AN OBJECT OF INQUIRY FOR MATHEMATICS TEACHING AND LEARNING
inferredcites →https://doi.org/10.1016/s1479-3687(05)11012-8openalex-snapshot
Video Ethnography and Teachers’ Cognitive Activities
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Using Video in Teacher Education
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Learning from Research on Teaching: Perspective, Methodology, and Representation
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Learning to teach with videoconferencing in primary foreign language classrooms
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An Exploration of the Use of Multimedia Cases as a Reflective Tool in Teacher Education
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Learning to Learn to Teach: An ``Experiment'' Model for Teaching and Teacher Preparation in Mathematics
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Zur emotionalen Reaktion bei Fehlern in der Mensch-Computer-Interaktion
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Immediate and delayed effects of using a classroom case exemplar in teacher education: The role of presentation format.
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Learning argumentation skills through the use of prompts for self-explaining examples.
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Teaching Mathematics in Seven Countries: Results From the TIMSS 1999 Video Study
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Using Brief Instructional Video Clips to Foster Communication, Reflection, and Collaboration in Schools
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Cognitive load in the classroom: The doubleedgedsword of automaticity
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Learning as a generative process 1
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Developing Preservice Teachers' Reflection: Examining the Use of Video
inferredcites →https://doi.org/10.1080/01626620.2008.10463467openalex-snapshot
What Works for Them? Preservice Teachers' Perceptions of Their Learning from Video Cases
inferredcites →https://doi.org/10.1080/01626620.2009.10463512openalex-snapshot
Incorporating a Video-Editing Activity in a Reflective Teaching Course for Preservice Teachers
inferredcites →https://doi.org/10.1080/02607476.2013.871163openalex-snapshot
Promoting collaborative practice and reciprocity in initial teacher education: realising a ‘dialogic space’ through video capture analysis
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Classroom observation: desirable conditions established by teachers
inferredcites →https://doi.org/10.1080/03098770701781432openalex-snapshot
How can online observation support the assessment and feedback, on classroom performance, to trainee teachers at a distance and in real time?
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Linking Ways of Knowing with Ways of Being Practical
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Integrating Digital Video Technology in the Classroom
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Facilitating Collaborative Knowledge Building
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Studying the Practical Rationality of Mathematics Teaching: What Goes Into “Installing” a Theorem in Geometry?
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Is the Role of Equations in the Doing of Word Problems in School Algebra Changing? Initial Indications From Teacher Study Groups
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TALKING ABOUT OUR TROUBLES: USING VIDEO-BASED DIALOGUE TO BUILD PRESERVICE TEACHERS' PROFESSIONAL KNOWLEDGE
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Setting the Stage for Developing Pre‐service Teachers’ Conceptions of Good Science Teaching: The role of classroom videos
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Using Digital Video for Professional Development in Urban Schools
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Using Video Self-Analysis to Improve the “Withitness” of Student Teachers
inferredcites →https://doi.org/10.1080/10476210.2014.920001openalex-snapshot
Teachers’ reports of learning and application to pedagogy based on engagement in collaborative peer video analysis
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Instructing special education pre‐service teachers through literacy video cases
inferredcites →https://doi.org/10.1080/10508400802581668openalex-snapshot
Participants' Roles in the Context of a Video Club
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Conducting Video Research in the Learning Sciences: Guidance on Selection, Analysis, Technology, and Ethics
inferredcites →https://doi.org/10.1080/10508406.2011.528324openalex-snapshot
Effect of an Animated Classroom Story Embedded in Online Discussion on Helping Mathematics Teachers Learn to Notice
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Constructing videocases to help novices learn to facilitate discussions in science and English: how does subject matter matter?
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Discussing discussion: a video club in the service of math teachers’ National Board preparation
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Shifting the reflective focus: encouraging student teacher learning in video-framed and peer-sharing contexts
inferredcites →https://doi.org/10.1080/13664531003696592openalex-snapshot
‘Lights, camera, reflection’: using peer video to promote reflective dialogue among student teachers
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The impact of video‐based lesson analysis on teachers' thinking and practice
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Using Critical Incidents to Promote and Assess Reflective Thinking in Preservice Teachers
inferredcites →https://doi.org/10.1080/1475939x.2013.822413openalex-snapshot
Watching oneself teach – long-term effects of teachers’ reflections on their video-recorded teaching
inferredcites →https://doi.org/10.1080/14794802.2012.657444openalex-snapshot
Mathematics teacher noticing: seeing through teachers’ eyes
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Using Video Editing to Cultivate Novice Teachers’ Practice
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Examining the Use of Video Study Groups for Developing Literacy Pedagogical Content Knowledge of Critical Elements of Strategy Instruction With Elementary Teachers
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Through the lens of teacher professional development components: the ‘Dialogic Video Cycle’ as an innovative program to foster classroom dialogue
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Jumpstarting Novice Teachers’ Ability to Analyze Classroom Video
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A New Perspective on Preservice Teachers’ Video-Aided Reflection
inferredcites →https://doi.org/10.1093/elt/ccq017openalex-snapshot
Closing the loop between theory and praxis: new models in EFL teaching
inferredcites →https://doi.org/10.1093/elt/ccr056openalex-snapshot
CLIL in Spain: Implementation, Results and Teacher Training
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The impact of online teaching videos on Canadian pre‐service teachers
inferredcites →https://doi.org/10.1108/17504970710759594openalex-snapshot
An electronic system to support novice teachers' reflective lesson design
inferredcites →https://doi.org/10.1108/s1479-368720140000022040openalex-snapshot
Advances in Research on Teaching
inferredcites →https://doi.org/10.1111/bjet.12141openalex-snapshot
Researchers and teachers learning together and from each other using video‐based multimodal analysis
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The effect of problem‐based video instruction on learner satisfaction, comprehension and retention in college courses
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Using video to analyze one's own teaching
inferredcites →https://doi.org/10.1111/j.2044-8279.2012.02075.xopenalex-snapshot
Declarative knowledge and professional vision in teacher education: Effect of courses in teaching and learning
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An Interaction-Based Approach to Enhancing Secondary School Instruction and Student Achievement
inferredcites →https://doi.org/10.1177/0013164407313369openalex-snapshot
Using Video Clips of Mathematics Classroom Instruction as Item Prompts to Measure Teachers' Knowledge of Teaching Mathematics
inferredcites →https://doi.org/10.1177/0013164414521634openalex-snapshot
Automated Scoring of Teachers’ Open-Ended Responses to Video Prompts
inferredcites →https://doi.org/10.1177/002248710005100105openalex-snapshot
An Examination of the Construct of Critical Reflection: Implications for Teacher Education Programming in the 21st Century
inferredcites →https://doi.org/10.1177/0022487106295726openalex-snapshot
Preparing Teachers to Learn from Teaching
inferredcites →https://doi.org/10.1177/0022487108328155openalex-snapshot
Effects of Video Club Participation on Teachers' Professional Vision
inferredcites →https://doi.org/10.1177/0022487108328485openalex-snapshot
Designing Video-Based Professional Development for Mathematics Teachers in Low-Performing Schools
inferredcites →https://doi.org/10.1177/0022487108328533openalex-snapshot
Learning to Look Beyond the Boundaries of Representation
inferredcites →https://doi.org/10.1177/0022487109336967openalex-snapshot
Selecting Video Clips to Promote Mathematics Teachers' Discussion of Student Thinking
inferredcites →https://doi.org/10.1177/0022487109347875openalex-snapshot
Teachers’ Analyses of Classroom Video Predict Student Learning of Mathematics: Further Explorations of a Novel Measure of Teacher Knowledge
inferredcites →https://doi.org/10.1177/0022487110369555openalex-snapshot
Studying the Impact of the Lesson Analysis Framework on Preservice Teachers’ Abilities to Reflect on Videos of Classroom Teaching
inferredcites →https://doi.org/10.1177/0022487113511644openalex-snapshot
Facilitation and Teacher Behaviors
inferredcites →https://doi.org/10.1177/0022487114534266openalex-snapshot
A Framework for the Facilitation of Teachers’ Analysis of Video
inferredcites →https://doi.org/10.1177/0022487115574103openalex-snapshot
An Exploratory Study of the Influence That Analyzing Teaching Has on Preservice Teachers’ Classroom Practice
inferredcites →https://doi.org/10.1177/002248719004100304openalex-snapshot
Using Hypermedia to Improve the Preparation of Elementary Teachers
inferredcites →https://doi.org/10.1177/0143034311406813openalex-snapshot
Learning through conversation: Exploring and extending teacher and children’s involvement in classroom talk
inferredcites →https://doi.org/10.1177/016146811211400302openalex-snapshot
Animations of Classroom Interaction: Expanding the Boundaries of Video Records of Practice
inferredcites →https://doi.org/10.1177/074193258100200106openalex-snapshot
Advances in research on teaching
inferredcites →https://doi.org/10.1177/088840640602900202openalex-snapshot
Using Digital Videos to Enhance Teacher Preparation
inferredcites →https://doi.org/10.1177/1057083712437041openalex-snapshot
Developing Reflective Practitioners
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Improving Teacher Practices Using Microteaching
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Handbook of Cognitive Task Design
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Multimedia learning: Are we asking the right questions?
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Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching
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Using Questioning to Guide Student Thinking
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Facilitating Reflexivity in Preservice Science Teacher Education Using Video Analysis and Cogenerative Dialogue in Field-Based Methods Courses
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How do German primary school teachers prepare students for science standards? Findings from a video study of the Professional Development Program SINUS for Primary Schools
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Teacher learning and student outcomes in the context of classroom discourse. Findings from a video-based teacher professional development programme
inferredcites →https://doi.org/10.13128/formare-15125openalex-snapshot
Four pedagogical models using video as a tool for learning in a distance teacher training program context
inferredcites →https://doi.org/10.13128/formare-15126openalex-snapshot
An exploratory study of the influence of video viewing on preservice teachers’ teaching activity: normative versus developmental approaches
inferredcites →https://doi.org/10.13128/formare-15137openalex-snapshot
How Do Teachers Appropriate Learning Objects Through Critical Experiences? A Study of a Pilot In-School Collaborative Video Learning Lab
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Non‐formal learning and tacit knowledge in professional work
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Secondary Beginning Teacher's Preparedness to Teach Literacy and Numeracy: A Survey
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Relecting on Teaching Practices Using Digital Video Representation in Teacher Education
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Using Video to Develop Skills in Reflection in Teacher Education Students
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The Lesson Observation On-line (Evidence Portfolio) Platform
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Learning to be a science teacher: Reflections and lessons from video-based instruction
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Discursive Technologies and the Social Organization of Meaning
inferredcites →https://doi.org/10.17763/haer.72.2.5631743606m15751openalex-snapshot
Voices Inside Schools
inferredcites →https://doi.org/10.1787/9789264018044-enopenalex-snapshot
Teachers Matter: Attracting, Developing and Retaining Effective Teachers
inferredcites →https://doi.org/10.1787/9789264018044-sum-huopenalex-snapshot
Teachers Matter: Attracting, Developing and Retaining Effective Teachers
inferredcites →https://doi.org/10.18848/1447-9494/cgp/v17i05/47022openalex-snapshot
Bridging Mathematical Thinking – Designing Web-based Multimedia Video Cases to Build Online PLC for Singaporean Mathematics Teachers
inferredcites →https://doi.org/10.19173/irrodl.v9i3.583openalex-snapshot
Video in Research in the Learning Sciences
inferredcites →https://doi.org/10.20368/1971-8829/1022openalex-snapshot
A video-enhanced teacher learning environment based on multimodal resources: A case study in PETE
inferredcites →https://doi.org/10.2190/2n87-8aga-bj3d-46q8openalex-snapshot
Content-Focused Technology Inquiry Groups: Cases of Teacher Learning and Technology Integration
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Self-Confrontation Reviewed: A Conceptualization for Video Playback in Teacher Education
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Basics of Qualitative Research: Grounded Theory Procedures and Techniques.
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Situated Learning: Legitimate Peripheral Participation.
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Describing Levels and Components of a Math-Talk Learning Community
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Critical Incidents in Teaching: Developing Professional Judgement
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Japanese and American Teachers' Evaluations of Videotaped Mathematics Lessons
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inferredcites →https://doi.org/10.25656/01:8021openalex-snapshot
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Modeling and Measuring the Structure of Professional Vision in Preservice Teachers
inferredcites →https://doi.org/10.3102/0002831214549452openalex-snapshot
Learning to See Teaching in New Ways
inferredcites →https://doi.org/10.3102/0013189x018001032openalex-snapshot
Situated Cognition and the Culture of Learning
inferredcites →https://doi.org/10.3102/0013189x029001004openalex-snapshot
What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning?
inferredcites →https://doi.org/10.3102/0013189x031005003openalex-snapshot
A Knowledge Base for the Teaching Profession: What Would It Look Like and How Can We Get One?
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Teaching Effectiveness Research in the Past Decade: The Role of Theory and Research Design in Disentangling Meta-Analysis Results
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Unterrichtsvideos in der Lehrerinnen- und Lehrerbildung: Zentrale Fragestellungen, Instrumente und Einschätzungen für Forschung und Praxis
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inferredcites →https://doi.org/10.4000/activites.967openalex-snapshot
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inferredcites →https://doi.org/10.4000/educationdidactique.373openalex-snapshot
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inferredcites →https://doi.org/10.4000/rechercheformation.1569openalex-snapshot
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inferredcites →https://doi.org/10.4000/rechercheformation.1842openalex-snapshot
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inferredcites →https://doi.org/10.4000/rfp.3590openalex-snapshot
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inferredcites →https://doi.org/10.4000/ripes.660openalex-snapshot
Les vidéos d’exemples de pratique pour susciter le changement
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Teachers’ noticing of proportional reasoning
inferred← citeshttps://doi.org/10.1007/s10857-024-09638-2openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/s10857-024-09658-yopenalex-snapshot
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inferred← citeshttps://doi.org/10.1007/s10857-025-09712-3openalex-snapshot
Productive teacher noticing of critical events in an online video-based professional development course
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From Video to Analytics: A Design-based Study on Fostering Critical Collective Reflection for Pre-service Science Teachers
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inferred← citeshttps://doi.org/10.1007/s11251-024-09662-yopenalex-snapshot
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inferred← citeshttps://doi.org/10.1007/s11409-020-09251-7openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/s11412-022-09382-wopenalex-snapshot
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inferred← citeshttps://doi.org/10.1007/s11412-024-09420-9openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/s11412-025-09446-7openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/s11423-023-10338-6openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/s11423-024-10442-1openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/s11423-025-10546-2openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/s11528-020-00522-3openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/s11528-021-00581-0openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/s11618-017-0726-6openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/s11618-017-0727-5openalex-snapshot
Effekte videobasierter Trainings zur Förderung der Selbstwirksamkeitsüberzeugungen über Klassenführung im Grundschulunterricht
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Optimierung einer videobasierten Lerngelegenheit im Problem Based Learning Format durch Cognitive Tools. Eine Interventionsstudie mit Lehramtsstudierenden
inferred← citeshttps://doi.org/10.1007/s11618-017-0732-8openalex-snapshot
Der Einsatz von Unterrichtsvideos in der universitären Ausbildung: Zur Wirksamkeit video- und transkriptgestützter Seminare zur Klassenführung auf pädagogisches Wissen und situationsspezifische Fähigkeiten angehender Lehrkräfte
inferred← citeshttps://doi.org/10.1007/s11618-023-01197-1openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/s11618-024-01276-xopenalex-snapshot
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inferred← citeshttps://doi.org/10.1007/s11858-017-0859-3openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/s11858-020-01211-4openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/s11858-020-01216-zopenalex-snapshot
Mathematics teacher learning to notice: a systematic review of studies of video-based programs
inferred← citeshttps://doi.org/10.1007/s11858-025-01741-9openalex-snapshot
Mathematics teachers’ noticing of argumentation within small groups
inferred← citeshttps://doi.org/10.1007/s12008-020-00730-4openalex-snapshot
Mostla for engineering education: Part 1 initial results
inferred← citeshttps://doi.org/10.1007/s12186-025-09378-1openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/s13138-019-00150-2openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/s13138-024-00255-3openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/s13394-019-00269-yopenalex-snapshot
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inferred← citeshttps://doi.org/10.1007/s13394-020-00348-5openalex-snapshot
How much does facilitation matter? Comparing externally and participant-facilitated, MQI-based video clubs
inferred← citeshttps://doi.org/10.1007/s13394-021-00403-9openalex-snapshot
Collective noticing: teachers’ experiences and reflection on a mathematics video club
inferred← citeshttps://doi.org/10.1007/s13593-022-00841-0openalex-snapshot
Use of videos to characterize farmers’ knowledge of tillage with horses and share it to promote agroecological innovations in French vineyards
inferred← citeshttps://doi.org/10.1007/s35834-022-00378-yopenalex-snapshot
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inferred← citeshttps://doi.org/10.1007/s40573-021-00124-3openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/s42010-020-00075-7openalex-snapshot
Förderung von unterrichtsbegleitendem Diagnostizieren von Schülervorstellungen durch Video- und Textvignetten
inferred← citeshttps://doi.org/10.1007/s42010-021-00118-7openalex-snapshot
Wirkung visueller und auditiver Hinweise auf die visuelle Aufmerksamkeit und Lernergebnisse beim Einsatz physikalischer Lernvideos
inferred← citeshttps://doi.org/10.1007/s42010-022-00151-0openalex-snapshot
Virtuelle Unterrichtsszenarien in der Lehrpersonenbildung – eine Studie zur Akzeptanz, Immersion und zum Präsenzerleben mit Studierenden der Berufs- und Technikpädagogik
inferred← citeshttps://doi.org/10.1007/s42010-025-00234-8openalex-snapshot
Bereitstellen und Nachnutzen von Unterrichtsvideos: Ein Leitfaden mit Ressourcen für Forschende
inferred← citeshttps://doi.org/10.1007/s42010-025-00240-wopenalex-snapshot
Zur Bereitschaft und Nutzung eigener Unterrichtsvideografien im Praxissemester – Eine empirische Untersuchung von förderlichen und hemmenden Bedingungen
inferred← citeshttps://doi.org/10.1007/s42278-026-00275-7openalex-snapshot
„Ich habe Angst und gleichzeitig freue ich mich auf die Erfahrung“ – Emotionen von Sachunterrichtsstudierenden beim Lernen mit eigenen Unterrichtsvideografien
inferred← citeshttps://doi.org/10.1016/b978-0-12-818630-5.04018-5openalex-snapshot
Researching teacher learning through self-video
inferred← citeshttps://doi.org/10.1016/b978-0-12-818630-5.04068-9openalex-snapshot
Current trends, tensions and unresolved issues in research on teacher professional learning
inferred← citeshttps://doi.org/10.1016/b978-0-12-818630-5.04093-8openalex-snapshot
Teacher education and the development of teacher noticing
inferred← citeshttps://doi.org/10.1016/b978-0-12-818630-5.04118-xopenalex-snapshot
Lesson study: a practice for teachers' training and professional development at any educational level
inferred← citeshttps://doi.org/10.1016/j.asilt.2026.100017openalex-snapshot
How to Understand Classroom Disruptions? Fostering Novice Teachers’ Reasoning Skills with Expert Tutorials
inferred← citeshttps://doi.org/10.1016/j.caeai.2024.100207openalex-snapshot
Automatic classification of activities in classroom videos
inferred← citeshttps://doi.org/10.1016/j.caeai.2024.100325openalex-snapshot
Evaluating the performance of ChatGPT and GPT-4o in coding classroom discourse data: A study of synchronous online mathematics instruction
inferred← citeshttps://doi.org/10.1016/j.caeo.2024.100219openalex-snapshot
TPACK in action: Contextual effects of pre-service and in-service teachers’ knowledge structures for technology integration
inferred← citeshttps://doi.org/10.1016/j.chb.2019.08.011openalex-snapshot
Effects of digital video-based feedback environments on pre-service teachers’ feedback competence
inferred← citeshttps://doi.org/10.1016/j.compedu.2016.12.012openalex-snapshot
Using digital video to measure the professional vision of elementary classroom management: Test validation and methodological challenges
inferred← citeshttps://doi.org/10.1016/j.compedu.2019.103670openalex-snapshot
A visual learning analytics (VLA) approach to video-based teacher professional development: Impact on teachers’ beliefs, self-efficacy, and classroom talk practice
inferred← citeshttps://doi.org/10.1016/j.compedu.2020.103960openalex-snapshot
Observing 360-degree classroom videos – Effects of video type on presence, emotions, workload, classroom observations, and ratings of teaching quality
inferred← citeshttps://doi.org/10.1016/j.compedu.2022.104443openalex-snapshot
Using 360-degree video to explore teachers' professional noticing
inferred← citeshttps://doi.org/10.1016/j.compedu.2022.104601openalex-snapshot
Video-based reflection in teacher education: Comparing virtual reality and real classroom videos
inferred← citeshttps://doi.org/10.1016/j.compedu.2023.104790openalex-snapshot
Competency development of pre-service teachers during video-based learning: A systematic literature review and meta-analysis
inferred← citeshttps://doi.org/10.1016/j.compedu.2023.104843openalex-snapshot
ReflAct: Formative assessment for teacher reflection in video-coaching settings
inferred← citeshttps://doi.org/10.1016/j.compedu.2023.104976openalex-snapshot
Immersive insights: Unveiling the impact of 360-degree videos on preservice teachers’ classroom observation experiences and teaching-quality ratings
inferred← citeshttps://doi.org/10.1016/j.compedu.2024.105215openalex-snapshot
Video-based analytics-supported formative feedback for enhancing low-achieving students’ conception of collaboration and classroom discourse engagement
inferred← citeshttps://doi.org/10.1016/j.cviu.2025.104376openalex-snapshot
Classroom teacher behavior analysis: The TBU dataset and performance evaluation
inferred← citeshttps://doi.org/10.1016/j.ecresq.2022.09.008openalex-snapshot
Associations between teachers’ skill in identifying effective interactions and children's gains in language, literacy, and early learning behaviors
inferred← citeshttps://doi.org/10.1016/j.edumed.2022.100784openalex-snapshot
Formación y desarrollo profesional a través del enfoque japonés del lesson study. Principios para su diseño y aplicación
inferred← citeshttps://doi.org/10.1016/j.edurev.2022.100453openalex-snapshot
Teacher noticing: A systematic literature review of conceptualizations, research designs, and findings on learning to notice
inferred← citeshttps://doi.org/10.1016/j.edurev.2026.100763openalex-snapshot
Video-based teacher professional development for dialogic teaching: A systematic review
inferred← citeshttps://doi.org/10.1016/j.ijedro.2023.100258openalex-snapshot
Induction for early career teachers in secondary schools: Initiation, implementation and institutionalization
inferred← citeshttps://doi.org/10.1016/j.ijedro.2024.100331openalex-snapshot
What need-supportive and need-thwarting teaching behaviors do university teachers use in their honors classes? An observational study
inferred← citeshttps://doi.org/10.1016/j.ijer.2018.02.003openalex-snapshot
How systematic video reflection in teacher professional development regarding classroom discourse contributes to teacher and student self-efficacy
inferred← citeshttps://doi.org/10.1016/j.ijer.2021.101811openalex-snapshot
Are good observers good classroom managers? The relationship between teachers’ professional vision and their students’ ratings on classroom management
inferred← citeshttps://doi.org/10.1016/j.ijer.2022.102013openalex-snapshot
Enhancing upper secondary students’ engagement and learning through the INTERACT online, video-based teacher coaching intervention: Protocol for a mixed-methods cluster randomized controlled trial and process evaluation
inferred← citeshttps://doi.org/10.1016/j.ijer.2024.102415openalex-snapshot
The emergence of a digital third space: Opportunities and constraints of digital practice assessment in teacher education
inferred← citeshttps://doi.org/10.1016/j.ijer.2025.102539openalex-snapshot
Emotions in classroom video evaluation—The interplay of student teachers’ joy and anger and the quality of classroom management in video clips
inferred← citeshttps://doi.org/10.1016/j.jbtep.2020.101595openalex-snapshot
Visual attention patterns during online video-mediated interaction in socially anxious individuals
inferred← citeshttps://doi.org/10.1016/j.jpdc.2021.03.014openalex-snapshot
Visual analogy videos for understanding fundamental parallel scheduling policies
inferred← citeshttps://doi.org/10.1016/j.jsp.2025.101518openalex-snapshot
Measuring teacher emotional language valence via sentiment analysis: Correlations with classroom practices
inferred← citeshttps://doi.org/10.1016/j.jssr.2020.03.001openalex-snapshot
Using video-stimulated recall to understand the reflections of ambitious social studies teachers
inferred← citeshttps://doi.org/10.1016/j.lcsi.2019.100318openalex-snapshot
Effects of blended and video-based coaching approaches on preservice teachers' self-efficacy and perceived competence support
inferred← citeshttps://doi.org/10.1016/j.lcsi.2021.100490openalex-snapshot
Complexities and opportunities in teachers' generation of videos from their own classrooms
inferred← citeshttps://doi.org/10.1016/j.lcsi.2021.100493openalex-snapshot
Educational dialogue among teachers experiencing different levels of self-efficacy
inferred← citeshttps://doi.org/10.1016/j.lcsi.2021.100499openalex-snapshot
Video analysis of contextual layers in teaching-learning interactions
inferred← citeshttps://doi.org/10.1016/j.lcsi.2021.100542openalex-snapshot
Situating video as context for teacher learning
inferred← citeshttps://doi.org/10.1016/j.lcsi.2021.100573openalex-snapshot
Synergistic co-teaching: Surfacing the invisible flows of dramaturgy in practice in initial teacher education
inferred← citeshttps://doi.org/10.1016/j.lcsi.2022.100609openalex-snapshot
Visualization- and analytics-supported video-based professional development for promoting mathematics classroom discourse
inferred← citeshttps://doi.org/10.1016/j.lcsi.2023.100701openalex-snapshot
Promoting video-based research in teacher education and professional development: A commentary on ontological, methodological and epistemological advances
inferred← citeshttps://doi.org/10.1016/j.lcsi.2024.100852openalex-snapshot
Teacher collaborative inquiry into practice in school-based learning communities: The role of activity type
inferred← citeshttps://doi.org/10.1016/j.lcsi.2026.101030openalex-snapshot
Peer assessment of classroom videos as preparation for student teachers' future profession
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2021.101464openalex-snapshot
Novice and expert teachers’ noticing of classroom management in whole-group and partner work activities: Evidence from teachers' gaze and identification of events
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2024.101994openalex-snapshot
Effects of real-time adaptivity of scaffolding: Supporting pre-service mathematics teachers’ assessment skills in simulations
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2025.102084openalex-snapshot
Analysing classroom videos in teacher education— How different instructional settings promote student teachers’ professional vision of classroom management
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2025.102147openalex-snapshot
Ecological validity of retrospective reflections in eye tracking
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2025.102260openalex-snapshot
How is preservice teachers’ gaze during classroom observation connected to their assessments of teaching quality? A controlled study in screen-based and immersive video environments
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2025.102272openalex-snapshot
In their hands: Multimodal learning analytics as reflective-practice resources empowering mathematics teachers’ professional development
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2025.102289openalex-snapshot
Classroom disruptions: Impact on teachers’ gaze patterns
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2025.102301openalex-snapshot
Isolated or integrated? – Instructional approaches to foster professional vision of teaching quality
inferred← citeshttps://doi.org/10.1016/j.nepr.2020.102770openalex-snapshot
“Take a look at this!”. Video annotation as a means to foster evidence-based and reflective external and self-given feedback: A preliminary study in operati on room technician training
inferred← citeshttps://doi.org/10.1016/j.pec.2023.108132openalex-snapshot
Training in medical communication competence through video-based e-learning: How effective are video modeling and video reflection?
inferred← citeshttps://doi.org/10.1016/j.scs.2021.102749openalex-snapshot
A study on posture-based teacher-student behavioral engagement pattern
inferred← citeshttps://doi.org/10.1016/j.ssaho.2023.100418openalex-snapshot
Teacher candidates’ reflections on the learning outcomes of video-based supervision
inferred← citeshttps://doi.org/10.1016/j.ssaho.2025.102075openalex-snapshot
Video technologies supporting collaborative learning and knowledge building in initial teacher education: A PRISMA-guided systematic review
inferred← citeshttps://doi.org/10.1016/j.stueduc.2017.12.009openalex-snapshot
Bridging the gap between theory and practice – The effective use of videos to assist the acquisition and application of pedagogical knowledge in pre-service teacher education
inferred← citeshttps://doi.org/10.1016/j.stueduc.2020.100973openalex-snapshot
Comparing two constructs for describing and analyzing teachers’ diagnostic processes
inferred← citeshttps://doi.org/10.1016/j.system.2019.102195openalex-snapshot
Evaluating the role of video in supporting reflection beyond INSET
inferred← citeshttps://doi.org/10.1016/j.system.2024.103589openalex-snapshot
Exploring Chinese EFL student teachers' emotions and emotion-regulation strategies in receiving peer feedback on microteaching
inferred← citeshttps://doi.org/10.1016/j.tate.2016.04.011openalex-snapshot
Videos, pairs, and peers: What connects theory and practice in teacher education?
inferred← citeshttps://doi.org/10.1016/j.tate.2017.03.013openalex-snapshot
The power of video feedback with structured viewing guides
inferred← citeshttps://doi.org/10.1016/j.tate.2017.04.019openalex-snapshot
Using a video club design to promote teacher attention to students' ideas in science
inferred← citeshttps://doi.org/10.1016/j.tate.2017.06.018openalex-snapshot
A case study of a transition to dialogic teaching as a process of gradual change
inferred← citeshttps://doi.org/10.1016/j.tate.2017.08.016openalex-snapshot
Pre-service teachers' professional vision of instructional support in primary science classes: How content-specific is this skill and which learning opportunities in initial teacher education are relevant for its acquisition?
inferred← citeshttps://doi.org/10.1016/j.tate.2017.12.008openalex-snapshot
Affordances of video-based professional development for supporting physics teachers' judgments about evidence of student thinking
inferred← citeshttps://doi.org/10.1016/j.tate.2018.04.002openalex-snapshot
Reconsidering the use of video clubs for student-teachers' learning during field placement: Lessons drawn from a longitudinal multiple case study
inferred← citeshttps://doi.org/10.1016/j.tate.2018.08.008openalex-snapshot
Promoting pre-service teachers' professional vision of classroom management during practical school training: Effects of a structured online- and video-based self-reflection and feedback intervention
inferred← citeshttps://doi.org/10.1016/j.tate.2018.09.004openalex-snapshot
Teachers’ perceptions of an online professional development experience: Implications for a design and implementation framework
inferred← citeshttps://doi.org/10.1016/j.tate.2018.10.014openalex-snapshot
Mentoring prospective mathematics teachers as conductors of whole class dialogues – Using video as a tool
inferred← citeshttps://doi.org/10.1016/j.tate.2018.11.002openalex-snapshot
The interplay between culturally responsive teaching, cultural diversity beliefs, and self-reflection: A multiple case study
inferred← citeshttps://doi.org/10.1016/j.tate.2019.06.018openalex-snapshot
Development of trainee teachers' analytical competence in their induction phase – A longitudinal study comparing science and non-science teachers
inferred← citeshttps://doi.org/10.1016/j.tate.2019.102877openalex-snapshot
Teacher's visual attention when scaffolding collaborative mathematical problem solving
inferred← citeshttps://doi.org/10.1016/j.tate.2019.103001openalex-snapshot
Video-based literacy coaching to develop teachers’ professional vision for dialogic classroom text discussions
inferred← citeshttps://doi.org/10.1016/j.tate.2020.103073openalex-snapshot
Breaking with tradition: An investigation of an alternative instructional sequence designed to improve prospective teachers’ noticing skills
inferred← citeshttps://doi.org/10.1016/j.tate.2020.103146openalex-snapshot
Between authenticity and cognitive demand: Finding a balance in designing a video-based simulation in the context of mathematics teacher education
inferred← citeshttps://doi.org/10.1016/j.tate.2020.103276openalex-snapshot
The role of expert feedback in the development of pre-service teachers’ professional vision of classroom management in an online blended learning environment
inferred← citeshttps://doi.org/10.1016/j.tate.2021.103281openalex-snapshot
Acknowledging teachers’ individual starting conditions and zones of development in the course of professional development
inferred← citeshttps://doi.org/10.1016/j.tate.2021.103435openalex-snapshot
Exploring preservice, beginning and experienced teachers' noticing of classroom management situations from an actor's perspective
inferred← citeshttps://doi.org/10.1016/j.tate.2021.103570openalex-snapshot
Examining the relationship between internship experiences, teaching enthusiasm, and teacher self-efficacy when using a mobile portfolio app
inferred← citeshttps://doi.org/10.1016/j.tate.2021.103597openalex-snapshot
Taking in the complete picture: Framing the use of 360-degree video for teacher education practice and research
inferred← citeshttps://doi.org/10.1016/j.tate.2021.103626openalex-snapshot
Fostering subject teachers' integrated language teaching in technical vocational education: Results of a professional development program
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