In teacher education, video has long been recognised as a powerful tool for making teaching practice visible, discussable, and more directly connected to classroom realities. But how often—and how effectively—is video actually being used in teacher education worldwide?
A landmark international survey conducted by Tanya Christ, Poonam Arya, and Ming Ming Chiu, published in Teaching and Teacher Education (2017), offers an unprecedented view. The study, titled "Video Use in Teacher Education: An International Survey of Practices", analyses the responses of 208 teacher educators across 977 teacher education courses. The findings are eye-opening and highly relevant for anyone leading teacher professional development (CPD).
You can access the full publication here or download the PDF for deeper reading.
Video in Practice: Rare and Narrow
The survey highlights that video is still an underutilised asset in teacher education:
- On average, video is used only three times per course.
- Most courses rely on just one type of video strategy, typically video case studies.
- Crucial methods such as self-reflection, peer discussion, professor-guided reflection, and multimedia video integration are used only rarely.
Given the wealth of research showing how diverse and intentional use of video fosters deeper teacher learning, better instructional decision-making, and even improved student outcomes, this gap is striking.
Why Video Matters for Teacher Learning
Video brings classroom moments to life. Unlike written descriptions or static lesson plans, video captures real-time interactions—teachers’ voices, body language, unexpected classroom moments—making reflection richer and more grounded in authentic practice.
Each video method offers distinct benefits:
- Self-reflection: Teachers analyse their own instruction for strengths and areas to grow.
- Peer discussion: Encourages collaborative analysis, questioning, and idea exchange.
- Professor-guided reflection: Adds expert insight, scaffolding, and modelling.
- Multimedia integration: Engages different senses and learning styles.
Using a combination of these approaches amplifies learning far beyond what any single method can achieve in isolation.
Barriers and Enablers to Video Use
Several factors shape how—and whether—video gets used in teacher education:
Barriers include:
- High teaching and administrative workloads
- Limited access to quality video production tools
- Inadequate technical support
- Students’ limited tech-savviness
Enablers include:
- Support from graduate assistants and external colleagues
- Educators’ belief in the value of video
- Awareness of peers using video effectively
Interestingly, the survey also found that older educators (ages 60–69) were more likely to use multimedia-integrated videos than their younger counterparts, and female educators used fewer multimedia tools than their male peers, challenging some common assumptions about technological adoption.
Recommendations for CPD Leaders
The authors offer four clear recommendations to improve video integration in teacher development:
- Use video more frequently.
Three times per course isn’t enough to create a meaningful impact. Frequent exposure to video enhances learning and reflection. - Diversify the video methods.
Relying on only one type (e.g., case studies) limits growth. Mixing methods—like self-reflection, discussion, and multimedia—supports broader professional development goals. - Strengthen support systems.
CPD leaders can advocate for institutional support, foster cross-institutional partnerships, and involve graduate assistants in video integration. Address workload constraints.
Teachers with higher course loads use video less. Reducing teaching demands—or providing structured time and resources for video prep—can make a real difference.
Final Thoughts
This international survey confirms what many CPD leaders already suspect: while video is a powerful tool, it remains underused in teacher education. Changing that will require systemic support, professional learning, and a willingness to integrate video in richer, more sustained ways.
For those interested in practical, research-based guidance, the full study—"Video Use in Teacher Education: An International Survey of Practices"—is an essential read. It is available for download via ResearchGate: