Videocase-Based Learning and Analysis in Teacher Education: A Meta-Analysis

• In Event: Using Video to Support Teacher Learning

Abstract

Videocase analysis is used in teacher professional development to foster teachers’ self-reflection and practice, with the goal of improving learning opportunities for students. Many studies have reported positive research findings that support videocase analysis as an effective teacher development tool. This meta-analysis examines the effects of videocase-based learning and analysis on teachers’ learning and practice. Results from 27 studies included in the meta-analysis showed that videocases are more beneficial for teacher learning and practice than other comparison conditions (g = 0.65, p <.001). Mean effect sizes were moderated by several variables including video source, video recording type, participant characteristics, study setting and methodological features of the studies. We conclude with the implications of the meta-analysis for scientific inquiry and practice.

Authors

• Samuel Aina, Washington State University

• Olusola Olalekan Adesope, Washington State University