Use practitioner inquiry with video review to help novice teachers study their own teaching¶

Design · All designs
Evidence · 2 claims (2 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The article recommends engaging early program teacher candidates in practitioner inquiry of their own teaching through a Study of Teaching project. Candidates videotape lessons, analyze them, conduct a modified literature review, and synthesize findings in a written paper and class symposium. This process provides explicit opportunities to focus on the tasks and activities of teaching and fosters learning from practice in practice.

Design Implications¶

Context¶

Requirements¶

Candidates need access to video technology, a short field practicum placement, and mentored guidance through the inquiry process.

Constraints¶

Evidence for cognitive load theory was retrospective, analyzed after the moments of teaching rather than in real time.

Target Learners¶

early program undergraduate teacher candidates

Learning Goals¶

learning from practice in practice
developing knowledge of teaching practice

Claims¶

Examples¶

-

Key Sources¶

Michele Hollingsworth Koomen. (2016). Practitioner Inquiry with Early Program Teacher Candidates. Journal of Education and Training Studies. https://doi.org/10.11114/jets.v4i11.1915

Page metadata

Field	Value
`type`	`design`
`id`	`practitioner-inquiry-video-study-of-teaching`
`title`	`Use practitioner inquiry with video review to help novice teachers study their own teaching`
`description`	`The article recommends engaging early program teacher candidates in practitioner inquiry of their own teaching through a Study of Teaching project.`
`status`	`review`
`generated`	by `process:settle-candidates` on `2026-11-03`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `michele-hollingsworth-koomen-2016`

Frontmatter is the page's machine-readable record — see the Schema & Guide.