Using Video to Develop Teachers’ Reflection: A Literature Review

Abstract

In light of the interest raised by the use of video in teacher training (preservice or inservice), notably for developing teachers’ reflective practice, this article presents the state of scientific knowledge on this topic. It aims to describe the use of video for teacher education (educational context, actor appearing in the video, and reflective tasks proposed to trainees), the level of reflective thinking achieved by the participants, as well as the possible connection between this level and certain characteristics of these training mechanisms. A literature review in the form of an «empirical narrative synthesis» was completed. Twenty peer-reviewed articles published between 2004 and 2015 (February) were analyzed to define the level of reflective thinking achieved according to Jay and Johnson’s (2002) typology. Results indicate that in more than half of the articles reviewed, the participants had achieved a critical level of reflection.