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S uden Teache s’ Video-Assis ed Collabo a i e Re lec ions o Socio-Emo ional
Expe iences Du ing Teaching P ac icum
© 2022 Näykki, Lai inen-Väänänen and Bu ns.
Published e sion
Näykki, Piia; Lai inen-Väänänen, Si pa; Bu ns, Eila
Näykki, P., Lai inen-Väänänen, S., & Bu ns, E. (2022). S uden Teache s’ Video-Assis ed
Collabo a i e Re lec ions o Socio-Emo ional Expe iences Du ing Teaching P ac icum. F on ie s
in Educa ion, 7, A icle 846567. h ps://doi.o g/10.3389/ educ.2022.846567
2022
educ-07-846567 July 1, 2022 Time: 18:39 # 1
ORIGINAL RESEARCH
published: 06 July 2022
doi: 10.3389/ educ.2022.846567
Edi ed by:
Hanna Jä enoja,
Uni e si y o Oulu, Finland
Re iewed by:
Alejand a Ruiz-Segu a,
McGill Uni e si y, Canada
Rachel Spa ks,
Uni e si y o Neb aska-Lincoln,
Uni ed S a es
*Co espondence:
Piia Näykki
[email p o ec ed]
Special y sec ion:
This a icle was submi ed o
Educa ional Psychology,
a sec ion o he jou nal
F on ie s in Educa ion
Recei ed: 31 Decembe 2021
Accep ed: 01 June 2022
Published: 06 July 2022
Ci a ion:
Näykki P, Lai inen-Väänänen S
and Bu ns E (2022) S uden Teache s’
Video-Assis ed Collabo a i e
Re lec ions o Socio-Emo ional
Expe iences Du ing Teaching
P ac icum. F on . Educ. 7:846567.
doi: 10.3389/ educ.2022.846567
S uden Teache s’ Video-Assis ed
Collabo a i e Re lec ions o
Socio-Emo ional Expe iences Du ing
Teaching P ac icum
Piia Näykki1*, Si pa Lai inen-Väänänen2and Eila Bu ns2
1Facul y o Educa ion and Psychology, Uni e si y o Jy äskylä, Jy äskylä, Finland, 2School o P o essional Teache
Educa ion, JAMK Uni e si y o Applied Sciences, Jy äskylä, Finland
This s udy explo es ideo as a ool o s uden eache s in e lec ing upon hei
own eaching p ac ice. The pa icula in e es is in explo ing, wha kind o socio-
emo ional expe iences did he s uden eache s desc ibe du ing he ideo-assis ed
collabo a i e e lec ion and wha bene i s s uden eache s expe ienced h ough he
ideo-assis ed collabo a i e e lec ions? The s udy implemen s a ideo-obse a ion
model (Pa icipa o y and Empowe ing Video Analysis- model, PEVATM) de eloped
o a p o essional eache educa ion p og amme and in es iga es he model om
s uden eache s’ pe spec i e. The pa icipan s a e s uden eache s in an in e na ional
p o essional eache educa ion p og amme (n= 24) a a uni e si y o applied
sciences. S uden eache s ideo eco ded hei own eaching sessions displaying
hei wo k in di e en oles: eache -led con en speci ic ins uc ions, g oup wo king
sessions and indi idual s uden guidance and u o ing sessions. S uden eache s
we e ad ised o anno a e hei own ideos wi h a ideo- e lec ion ool by ocussing
on socio-emo ional in e ac ions, non- e bal elemen s o in e ac ion and momen s,
whe e s uden s el success ul and empowe ed. In addi ion o sel - e lec ion, ideos
we e iewed and anno a ed by a pee s uden and a eache educa o . A e he
phases o e iews and anno a ions (sel -,pee -, and eache anno a ions), an hou -
long collabo a i e e lec i e eedback discussion was held ei he ace- o- ace o online.
These sessions we e acili a ed by he eache educa o , in ol ing he ideoed s uden
and he e iewing pee . Video anno a ion da a was ansc ibed, and, in addi ion,
he s uden eache s’ e lec i e w i ings (54 pages) and eache educa o s’ no es o
he e lec i e eedback sessions (20 pages) we e used as da a. The esul s o his
s udy indica e ha s uden eache s iewed he ideo e lec ion p ocess as help ul
in making socio-emo ional expe iences isible and angible. The ideo anno a ion
ool was ecognised as use ul o indica ing socio-emo ional expe iences and making
hem mo e conc e e hus esou ces o e lec ion. A combina ion o own, pee ’s and
eache s’ anno a ions unc ioned as a collabo a i e ool o inc easing awa eness o
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Näykki e al. S uden Teache s’ Video-Assis ed Re lec ion
di e en socio-emo ional expe iences. By obse ing ideos o hei own eaching as
well as eaching ideos o hei pee s, s uden eache s we e able o e alua e eaching
si ua ions holis ically and obse e connec ions o hei own socio-emo ional beha iou s
o hei s uden s.
Keywo ds: socio-emo ional expe iences, socio-emo ional compe ence, sel - e lec ion, collabo a i e e lec ion,
ideo-assis ed e lec ion, eaching p ac icum
INTRODUCTION
Socio-emo ional compe ence is c ucial in he eaching p o ession
and hus i s de elopmen is pi o al du ing eache educa ion
(Jiang e al., 2016). Teache s’ socio-emo ional compe ence can
be de ined as a skill o emo ional unde s anding and emo ional
exp essions (Jennings and G eenbe g, 2009;Zhou and Ee,
2012). Teache s ha e dual esponsibili ies, o no only imp o e
hei own socio-emo ional compe ence, bu also o suppo
he de elopmen o hei s uden s’ compe ences om he e y
beginning o hei ca ee (Hagenaue e al., 2015). P o essional
de elopmen in e ms o socio-emo ional compe ence is a long-
las ing p ocess, s a ing om ini ial eache educa ion and
con inuing du ing he eaching ca ee (Rich e e al., 2011;Niemi
and Ne gi, 2014;Kynd e al., 2016;Häkkinen e al., 2017;
Näykki e al., 2021a). Pa icula ly eaching p ac ice o e s ideal
oppo uni ies and building blocks o p o essional and socio-
emo ional compe ence de elopmen (Colasan e, 2011;Hasche
and Hagenaue , 2016). Howe e , in o de o uel de elopmen
p ocesses and o assis s uden eache s o become mo e awa e
o hei socio-emo ional compe ence, ocus o mo e sys ema ic
e lec ion is needed (E scheid e al., 2012;Näykki e al., 2017a,
2021b).
The oo s o e lec ion da e back o he 1930s when Dewey’s
(1933) w i ings on e lec i e hinking and he ole o expe ience
in lea ning eme ged. Since hen, se e al schola s ha e u he
de eloped and ede ined he concep o e lec ion (Boud e al.,
1985;Schön, 1987;Mezi ow, 1991;E au , 2004). Re lec ion is
de ined as an in ellec ual and a ec i e p ocess when an indi idual
engages wi h hei expe iences and cons uc s new unde s anding
and app ecia ion based on he e lec ed expe iences (Dewey,
1933;Boud e al., 1985). Beha iou al and cogni i e ope a ions
a e a ge s o e lec ion, bu also expe ienced and exp essed
emo ions can be a he ocus o e lec ion ac i i ies (Näykki e al.,
2021b). Video-assis ed e lec ion has shown o be a use ul ool o
suppo bo h eache s’ and s uden eache s’ e lec ion and hei
p o essional and paedagogical de elopmen (Wang and Ha ley,
2003;Maclean and Whi e, 2007;Caland a e al., 2009;Kong
e al., 2009;T ipp and Rich, 2012;Co ey, 2014;Gaudin and
Chaliès, 2015). Using ideo-assis ed e lec ion has been obse ed
o acili a e eache s o ecall and a icula e hei hinking and
socio-emo ional expe iences (Powell, 2005) and o example,
si ua ional needs and possibili ies o emo ion egula ion (F ied,
2011;Co ey, 2014;Ho mann e al., 2020) om he obse ed
au hen ic eaching si ua ions.
Al hough ideo-assis ed e lec ion p ac ices a e widely used
in eache educa ion and hei bene i s in imp o ing s uden s’
pe o mance ha e been es ablished (T ipp and Rich, 2012),
less is known abou i s use ulness in collabo a i e e lec ion
si ua ions. Some ecen s udies ha e ocussed on explo ing how
pai o small g oup e lec ions can unc ion as a suppo i e
esou ce in eache s’ p o essional de elopmen (T ipp and Rich,
2012;Cla à e al., 2019). Howe e , unde s anding o pee s’
ole in ideo-assis ed e lec ion is s ill sca ce and pa icula ly
in con ex s o explo ing one’s socio-emo ional expe iences.
This s udy aims, i s ly, o shed ligh on how ideo-assis ed
collabo a i e e lec ions we e used in explo ing s uden eache s’
socio-emo ional compe ences, and secondly, con ibu e o he
li e a u e on ideo-based e lec ions as a paedagogical and
me hodological ool.
TEACHERS’ SOCIO-EMOTIONAL
COMPETENCE
Teache s’ socio-emo ional compe ence includes compe ences o
unde s and one’s own and o he s’ emo ions, skills o egula e
emo ions and empa hic beha iou owa d sel and o he s as
well as compe ence o de elop posi i e ela ionships du ing
hei eaching ca ee (Jennings and G eenbe g, 2009;Zhou
and Ee, 2012). In gene al, socio-emo ional compe ence suppo
eache s o eel com o able in hei wo k and p epa e hem
o eaching and in e ac ion si ua ions (Jus ice and Espinoza,
2007). Teache s’ skills o emo ion egula ion a e pa icula ly
needed when indi iduals expe ience inapp op ia e emo ions as
compa ed o hei pe sonal o socio-cul u al s anda ds, o hey
expe ience emo ions a inoppo une imes o a he w ong
in ensi y le el (Boekae s, 2011;G oss, 2015). G oss (1998)
de ines emo ion egula ion as a p ocess in which indi iduals
in luence which emo ions hey ha e, when hey ha e hem,
and how hey expe ience and exp ess hese emo ions. Th ough
egula ion, emo ions can be educed, in ensi ied, o main ained
(Rimé, 2007). Wi hin a social lea ning o in e ac ion con ex ,
indi iduals can egula e hei own, each o he ’s o hei socially
sha ed emo ions (Bakh ia e al., 2017;Hadwin e al., 2018).
Adding complexi y o social le el egula ion is ha each pe son
o example wi hin a pai o g oup o in gene al in class oom
con ex b ings di e en si ua ional in e p e a ions and egula o y
skills o he si ua ion (Jä enoja e al., 2013, 2019). Regula ion
skills may a y, and indi iduals may no know how o p ope ly
sha e and in e p e emo ional expe iences o in e ac ions, which,
in u n, could esul challenges in hei emo ion egula ion
(Näykki e al., 2014).
S udies ha e shown ha socio-emo ional compe ence
in gene al and emo ion egula ion skills in pa icula a e
meaning ul o eache s’ pe sonal wellbeing as well as
o hei pupils’ wellbeing and o pupils’ socioemo ional
compe ence de elopmen (Roo da e al., 2011). In o he wo ds,
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Näykki e al. S uden Teache s’ Video-Assis ed Re lec ion
socio-emo ionally compe en eache s a e mo e o en able
o egula e hei emo ions and o c ea e a posi i e socio-
emo ional a mosphe e in hei class ooms and can model
posi i e beha iou , and he e o e suppo pupils in hei socio-
emo ional compe ence de elopmen (Du lak e al., 2011).
Teache s’ p o essional de elopmen including he de elopmen
o socio-emo ional compe ence is a mul i aced and con inuous
p ocess and needs sys ema ic indi idual e lec ion o aid he
p ocess (Roge s, 2002;E scheid e al., 2012;Näykki e al., 2021b).
TEACHERS’ SELF-AND
COLLABORATIVE REFLECTION TO
ENHANCE SOCIO-EMOTIONAL
COMPETENCE DEVELOPMENT
In gene al, sel - e lec ion is impo an o all, bu i is pa icula ly
impo an o eaching p o essionals who need o be able
o analyse and e lec on how hei beha iou suppo s he
de elopmen o hei own and hei pupils’ skills. One cen al
con ex in p ac icing e lec ion skills du ing eache educa ion
is s uden eache s’ school p ac ice. Hagge and McIn y e (2006)
emphasise ha he p ocess o becoming a eache can be
an emo ionally demanding expe ience and du ing he school
p ac ice s uden eache s may expe ience a ious nega i e and
posi i e emo ions.
Godda d and Fos e (2001) s ess he p axis shock o
s uden eache s acing he challenges o class oom eali ies,
o example when expe iencing sho comings o challenges in
class oom in e ac ions (Dicke e al., 2014;Hagenaue e al.,
2015). The p axis shock may c ea e eelings o s ess, sense
o wea iness and ulne abili y (Cai es e al., 2012). Hagge
and McIn y e (2006) iden i ied h ee emo ional aspec s o
eaching p ac icum: when nega i e emo ions can be p o oked
by (a) disc epancies be ween s uden eache s’ expec a ions and
class oom eali ies, (b) he expe ience o a lack o compe ence
in one’s ole as a eache , and (c) necessa y adap a ion o
ins i u ional no ms ha may di e om s uden eache s’
indi idual no ms (Hagge and McIn y e, 2006). Respec i ely,
also posi i e emo ions can be expe ienced, o example, due
o g owing knowledge and skil ulness as well as a sense o
e icacy, lexibili y and spon anei y in hei pe o mance and
in e ac ions (Cai es e al., 2012). Also, o he posi i e emo ions
ha e been epo ed ela ing o s uden eache s’ p ac ice, namely
eelings o being in e es ed and en husias ic (Hasche and
Hagenaue , 2016) and expe iencing enjoymen and g a e ulness.
Mo e speci ically, bo h nega i e and posi i e a ec i e s a es
and emo ions expe ienced wi hin he eaching p ac ice can
de i e om a a ie y o ac o s. Those expe ienced emo ions
can unc ion as a suppo o lea ning i a s uden eache
is p o ided wi h an oppo uni y o e lec upon, o example,
he meaning and e ec s o a oused emo ions. Also, sel -
e lec ion a o ds indi iduals a chance o e lec on how hei
own beha iou s, including emo ional exp ession, ha e an e ec
on o he s (Thompson and Fine, 1999;Näykki e al., 2014;
Bakh ia e al., 2017). Howe e , o en lea ning and in e ac ion
si ua ions e ol e apidly and he oppo uni ies o e lec ion
in-ac ion may be missed, hus we wan o emphasise ha
e lec ion on-ac ion is aluable (Tho sen and DeVo e, 2013;
Thomson and Thomson, 2018).
T ipp and Rich (2012) highligh ed ha e lec ion is mo e
bene icial when i is complemen ed as a pee e lec ion
and/o a collabo a i e e lec i e discussion. Inco po a ing social
connec ions in o e lec ion o e s oppo uni ies o eache s
and s uden eache s o iew hei eaching ac ions, ela ed
posi i e and nega i e emo ional expe iences, and p og ess om
a new pe spec i e (Wu and Kao, 2008). Pee in ol emen
and collabo a i e e lec ion necessi a es mu ual us be ween
pe sons in ol ed in he p ocess making he pa icipan s mo e
accoun able o changes (T ipp and Rich, 2012). P e ious
s udies ha e indica ed ha pa icipan s e lec ing upon each
o he ’s hinking and expe iences, ha e shown o be engaged
in deepe -le el in e ac ion p ocesses compa ed o pa icipan s
whose unde s anding and expe iences a e no ac i ely e lec ed
upon (Goos e al., 2002;Näykki e al., 2017b). Fo example,
Roscoe and Chi (2008) e alua ed e en s we e explaining one’s
own ac ions and unde s anding by using e lec ion s a emen s,
such as “I didn’ unde s and his be o e,” was use ul o making
new connec ions and building unde s anding a he social le el.
Recen indings also om ou own s udy (Näykki e al., 2021b)
as well as om Lee e al. (2015) a e ela ed o his inding
by indica ing ha e lec ing hinking p ocesses and emo ional
expe iences plays a key ole in high-quali y engagemen in
a join ac i i y.
Al hough se e al me hods and ools ha e been ound use ul
in suppo ing s uden eache s’ sel - and collabo a i e e lec ion
(Ha lin, 2014), i s ill is a challenging skill and no a na u ally
occu ing p ocess, hus, eache s and s uden eache s may
need suppo in de eloping and mas e ing hei e lec ion skills.
Teache educa o s u ilise numbe o me hods o aid s uden
eache s’ e lec ion, o example, commonly used ool is a
e lec i e w i ing p ocess such as a lea ning dia y (Tynjälä,
1998). Va ious s uc u ed e lec ion empla es, such as, empa hy
maps, Joha i window and online ins umen s as well e lec i e
indi idual o g oup discussions can be help ul o e lec ion
(Williams and S ensson, 2020), and pic u es and o he symbolic
ma e ials a e use ul in aiding s uden s o e balise eelings.
Howe e , e lec ion p ocesses a e o en ime-consuming and
demanding as indi iduals a e equi ed o obse e hemsel es
om di e en pe spec i es, o example, hei beha iou s,
ac ions, communica ion, and in e ac ion (T ipp and Rich, 2012).
To gain insigh s o and o e a possibili y o s uden eache s
o e lec on hei emo ional aspec s, ideo-obse a ions as a
e lec ion me hod was u ilised in his s udy.
A SYSTEMATIC VIDEO-OBSERVATION
AS A TOOL FOR COLLABORATIVE
SOCIO-EMOTIONAL REFLECTION
One me hod o p o ide e lec ion oppo uni ies is a sys ema ic
ideo-obse a ion o one ’s eal wo k si ua ions, whe e s uden
eache s can obse e, analyse and e lec he p ac ice in he ligh
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Näykki e al. S uden Teache s’ Video-Assis ed Re lec ion
o selec ed paedagogical heo ies. Digi alisa ion has expanded
oppo uni ies o eache educa ion o u ilise ideo-suppo ed
paedagogy (Pelleg ino and Ge be , 2012;Ch is e al., 2017), also
as a means o suppo o s uden eache s’ e lec ion du ing
eaching p ac ice (Colasan e, 2011). Video o e s an oppo uni y
o cap u e he ichness and complexi y o eaching in a manne
ha encou ages a delibe a e examina ion and e lec ion o
p ac ices. P io esea ch has shown ha e iewing and analysing
ideo eco dings o one’s own wo k can suppo eache s’ and
s uden eache s’ p o essional de elopmen and socio-emo ional
compe ence de elopmen (Fadde and Sulli an, 2013). Re iewing
eaching p ac ice om ideos o e s a possibili y o ocus on some
speci ic mic o-le el aspec s, such as, in e ac ion, ques ioning
s a egies and non- e bal communica ion (Kpanja, 2001), which
a e o en di icul o e lec upon wi hou au hen ic ma e ials
as a ool o ecalling he si ua ion in de ail. Video assis ed
e ec ion has been examined o imp o e s uden - eache s’ c i ical
e lec ion skills (Caland a e al., 2009;Ca aneo e al., 2015,
2016), encou age hem o see he s uden s’ poin o iew (Goeze
e al., 2014), de elop eache –s uden ela ionships (Me cado
and Baeche , 2014) and suppo hei paedagogical p ac ices
(McFadden e al., 2014). Analysing own wo k om ideo
has u he been shown o encou age eache s o no ice hei
s eng hs and weaknesses, and hus o se new de elopmen goals
(Co ey, 2014).
The basic assump ion is ha obse ing own wo k, as well
as pee ’s wo k (Wu and Kao, 2008), is empowe ing in making
changes and de eloping wo king p ac ices. Wu and Kao
(2008) applied ideo-enhanced educa ion echnology ools
and pla o ms in de eloping and s udying an asynch onous
pee eedback p ocess in p e-se ice eache educa ion
p ac icum. Based on hei indings, he p e-se ice eache s
ag eed ha pee s’ eedback based on ideo eco dings was
ai and use ul. The p ocess o eplying o pee s’ eedback
inc eased hei oppo uni ies o e lec on hei eaching.
Mo eo e , ideo analysis suppo s eache s o indica e
possible di e ences be ween hei pe cep ions and p ac ices
(Rich and Hanna in, 2008).
To u he enhance he de elopmen o s uden eache s’
e lec ion skills and hei p o essional iden i ies, as well as hei
p o essional g ow h, a Pa icipa o y and Empowe ing ideo
analysis- model (PEVATM) (Bu ns and Lai inen-Väänänen, 2018)
was de eloped. The paedagogical p inciples behind he model,
s ems om ou pe spec i es: s eng hening s uden - eache s’
e lec i e skills; suppo ing he in eg a ion o espoused heo y
and heo y-in-use; s eng hening a sense o pa icipa ion and
sel -e icacy, and a o ding social le el e lec ion (i.e., pai and
collabo a i e wo king wi h ideos). In p ac ice, he PEVATM
model consis ing o six di e en s eps, as shown in Figu e 1,
is a p ocess ha s uden eache s ollow a e hey ha e ideo
eco ded hei planned eaching and lea ning sessions.
S ep 1: The p ac ical implemen a ion o he model begins wi h
p ac ising how o use ideos. I also includes planning lea ning
ac i i ies o be used as well as se ing in ended lea ning objec i es
o he sessions. Du ing he i s s ep, s uden eache s p ac ise
ideo-making and being eco ded hemsel es by p epa ing sho
ideo documen a ies abou hei wo k and oles as p ac i ione s.
The aim o his aining phase is o lowe he h eshold
o ideoing onesel and conduc ing a guided sel -e alua ion.
These exe cise ideos a e discussed in a hyb id eaching session
acili a ed by he eache educa o wi h he s uden s. A e he
class discussion s uden eache s will c ea e w i en lessons plans
wi h he lea ning objec i es and ac i i ies o be used in eco ded
eaching p ac ice sessions.
S ep 2: In he second phase, he s uden eache s eco d he
planned eaching sessions. The eco ded sessions should las a
minimum o 45 min and ideos o h ee di e en acili a ing
lea ning sessions a e equi ed. The ideos need o display how
s uden eache s wo k in di e en eache oles, such as ac ing
as a small g oup acili a o , a pe sonal u o , o a p ac ical skills
demons a o . The s uden eache s hemsel es a e esponsible
o eco ding he ideos on a pla o m p o ided by he uni e si y
and o sha ing he ideos wi h hei pee s and eache educa o s.
S ep 3: In he hi d phase, he s uden eache s independen ly
wa ch, e lec , and analyse he ideos wi h he help o he
gi en s uc u e o a sel - e lec ion. The s uc u ed o m
aims s uden s o di ec a en ion o paedagogically ele an
si ua ions (including successes and challenges) and hei social-
emo ional expe iences.
S ep 4: The nex phase is o pee s uden s o analyse he
ideos. Two pee s uden s independen ly analyse he ideos
and gi e w i en commen s on he eedback o m ha ocuses
on h ee p o essional eache compe ence a eas de ined in
he cu iculum, i.e., acili a ing lea ning, c ea ing u u e and
de eloping eache iden i y.
S ep 5: In he i h phase, he s uden ’s own analysis and he
pe spec i es aised by he pee s uden s a e no i ied in a e lec i e
analysis discussion acili a ed by he eache educa o in ol ing
a s uden eache and a pee s uden . The eache educa o will
ha e wa ched he ideos sen by he s uden eache and ead
he w i en obse a ions made by bo h he s uden and hei
pee e alua o s. Also, he w i en eedback p o ided by a local
u o om an educa ional o ganisa ion in whe e eaching p ac ice
ook place will be discussed. The e lec i e eedback discussion is
suppo ed by a amewo k, which is based on a dialogical and
empowe ing app oach o exchange iewpoin s o he analysed
ideos. The discussion ocuses on iden i ying and a icula ing
speci ic lea ning si ua ions, linking heo y and p ac ice, and
gi ing meaning o paedagogical and social-emo ional expe iences
by d awing on di e en le els o e lec ion.
S ep 6: In he model’s inal phase, he s uden eache iden i ies
a eas o u he de elopmen o enhance hei own eaching
and men o ing compe ences and choose some new ele an
p ac ices o y ou o hemsel es. The inal s age also includes
he s uden ’s inal w i en e lec ions o hei unde s anding o
he paedagogical app oaches chosen and hei expe iences o he
e lec ion p ocess.
P elimina y indings om he PEVATM -model, as well as
s udies in he ield (Wu and Kao, 2008), ha e highligh ed
ha he e lec i e discussions on a social le el wi h pee s
and eache educa o s appea o be highly ele an when he
aim is o change one’s beha iou s. In gene al, ideo assis ed
e lec ion acili a es awa eness o how one’s own unde s anding
o lea ning is mani es ed in eaching ac i i ies. Cen al issue he e
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Näykki e al. S uden Teache s’ Video-Assis ed Re lec ion
FIGURE 1 | Pa icipa o y and Empowe ing Video Analysis- model, PEVATM.
is he dis inc ion be ween espoused heo ies and heo ies-in-use
(A gy is and Schön, 1974), which means o e lec and become
awa e o he alues and heo ies, which d i es ac ions as
eache s. Theo ies-in-use is desc ibed as wo ld iew and alues,
which guide pe son’s ac ions, and he espoused heo ies a e
some hing, people belie e guide hei beha iou s (Ha ne ,
2012). Few people a e s a ed o be awa e o hei heo ies-
in-use o ha hese a e no always he heo ies hey espouse
o adop . Wa ching own ac ions o p ac ices om ideos can
help eache s o indica e di e ences be ween hei pe cep ions
and p ac ices (Rich and Hanna in, 2009). Thus, by combining
espoused heo y and heo y-in-use, we c ea e he oppo uni y
o suppo s uden eache s in becoming mo e awa e o hei
hinking and heo e ical solu ions behind hei ac ions, as well
as acknowledging how hey wo k in p ac ice. A good way o
disco e ing he con adic ion be ween hough s, pe cep ions,
and ac ions is possible h ough a guided analysis o own wo k
ac i i ies on a ideo.
In addi ion, being an e ec i e ool o analyse heo e ical
and p ac ical s andpoin s, ideos can also aid he e lec ion o
de elop deepe unde s anding o socio-emo ional compe ences
(S a oulia and Lani is, 2019;Ta an ini, 2021). Wi h a help o
a acili a o such as eache educa o o pee , ideo clips can
be used as mi o s o e lec on socio-emo ional in e ac ions
(Du ene and Young, 2014). Also, Pi ke and Dengel (2021)
disco e ed in hei s udy on he po en ials o 360◦- ideos ha
eco ded si ua ions and expe iences hey con ey seem o be
e y sui able o enhance socio-emo ional compe ences. The alue
o using ideos o collabo a i e e lec ion on socio-emo ional
compe ence seems o lie in assis ing s uden eache s o each
deepe insigh s han would be possible ia soli a y e lec ion.
Al hough heo e ical and paedagogical models o he use o
ideo as a e lec ion ool exis , a p o ound unde s anding o how
ideo could be used in a paedagogically app op ia e manne , and
in pa icula o suppo e lec ion in collabo a i e lea ning and
e lec ion o socio-emo ional expe iences, appea s o be lacking.
AIM
The aim o his s udy is o explo e ideos as a ool o s uden
eache s in e lec ing upon eaching p ac ice. The esea ch
ques ions a e: wha kind o socio-emo ional expe iences did he
s uden eache s desc ibe du ing he ideo-assis ed collabo a i e
e lec ion and wha bene i s s uden eache s expe ienced
h ough he ideo-assis ed collabo a i e e lec ions?
MATERIALS AND METHODS
Con ex and Pa icipan s
This s udy was conduc ed in a Finnish uni e si y o applied
sciences ha o e s paedagogical s udies o pos -g adua e
s uden s o gain a o mal eache quali ica ion equi ed in Finland
o each hei speci ic subjec s. The p o essional eache educa ion
p og amme is designed o adul lea ne s who al eady ha e a
mas e ’s deg ee and minimum o 3 yea s’ wo k expe ience om
hei ield o expe ise. The p og amme consis s o 60 ECTS
c edi s co esponding o 1 yea o ull- ime s udy. Howe e ,
he majo i y o he s uden s s udy on a pa - ime basis while
wo king, hus, he s udy ime a ies om yea and a hal o
3 yea s depending on an indi idual s uden ’s backg ound and
he compe ence de elopmen plan, which hey a e equi ed o
c ea e a he beginning o hei s udies. The cu iculum o
he p og amme is based on in e connec ed compe ence a eas:
acili a ing lea ning, c ea ing and de eloping eache iden i y. I
also includes a pe iod o p ac ical aining.
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The Facili a ing lea ning compe ence a ea consis s o a
eaching p ac ice cou se. This cou se is he la ges in he
p og amme, emphasising he impo ance o gaining p ac ical
expe iences o eaching du ing he s udies. Being a co e o he
eache educa ion s udies, s uden eache s a e encou aged o
expe imen di e en paedagogical app oaches in a ied lea ning
en i onmen s and build hei own paedagogical heo y-o -
p ac ice. P io o he p ac ical aining, s uden eache s a e
equi ed o conside and de ine he compe ences and speci ic
lea ning goals hey wan o gain and deepen du ing he
implemen a ion. Also, app op ia e plans, such as, a gene al
paedagogical plan including, e.g., ex en , con en , con ex , and
de ailed lesson plans a e comple ed be o e he p ac ice. Teaching
p ac ice is comple ed in an uppe seconda y, e ia y, o highe
educa ion o ganisa ion and i is supe ised by a local men o
om he o ganisa ion in ques ion and he eache educa o . The
assessmen o he eaching p ac ice is c i e ia based, ocussing on
sel , pee , u o and eache educa o e alua ions and e iews.
Da a Collec ion and Analysis
The da a o his s udy was collec ed om wo g oups o s uden s
s udying in he in e na ional p o essional eache educa ion
p og amme (N= 42 s uden eache s) du ing hei p ac ical
aining be ween 2017 and 2019. Majo i y o he s uden s we e
om Eu ope (n= 32). The es we e om Asia (n= 5), A ica
(n= 3), Sou h Ame ica (n= 1), and No h Ame ica (n= 1).
Mo e han hal o he pa icipan s we e Finnish. S uden s’ ages
a ied om 27 o 58 yea s. As he pa icipa ion o he s udy was
olun a y, 24 s uden s (n= 15 emale, n= 9 male) ag eed o ake
pa in he implemen a ion.
The s udy was ca ied ou by u ilising a ideo-obse a ion
model (PEVATM) (Bu ns and Lai inen-Väänänen, 2018). As pa
o hei p ac ical aining, he s uden eache s we e ins uc ed
o ideo eco d a minimum o h ee di e en ypes o eaching
si ua ions du ing hei eaching p ac icum whe e hey e idenced
wo king in di e en eache oles: eache -led ins uc ions,
g oup wo king si ua ions and s uden s’ indi idual guidance and
u o ing sessions. Video’s leng h a ied be ween 25 and 90 min.
When he ideos we e uploaded on o he ideo sha ing pla o m,
s uden s we e ad ised o anno a e each o hei ideos by using
a imes amp and sho w i en desc ip ions. The ins uc ions
o e lec i e anno a ions p omp ed he s uden o ocus on any
socio-emo ional in e ac ions, non- e bal elemen s o in e ac ion
(e.g., one o oice, a icula ion, pace o alking, eye con ac ,
o he acial ea u es, and use o hands), and inally indica ing
any momen s whe e hey el being success ul and empowe ed.
No i ying hese posi i e momen s we e aimed a inc easing
s uden eache s’ emo ional sel -awa eness and social awa eness
ha bo h a e cha ac e is ics o a socio-emo ionally compe en
eache (Vi anen, 2013).
In addi ion o sel - e lec ion, he ideos we e iewed and
analysed by a pee s uden and a eache educa o . S uden s
we e asked o ind a pee wi h whom hey wa ched and analysed
all he ideos o bo h. The ocus o pee - e lec ion was o
p o ide eedback and o ask u he ques ions om he s uden
whose eaching p ac ice was e lec ed upon. A e sel , pee , and
eache anno a ions, a e lec i e eedback session was o ganised
ha was a ended by he s uden eache , he pee , and he
eache educa o . The da a consis ed o he ideo anno a ions
made by he s uden s on hei eco dings on he ideo sha ing
pla o m, s uden eache s’ e lec i e w i ings (54 pages) and
wo eache educa o s’ discussion no es (20 pages) om he
e lec i e eedback discussions. These discussions las ed om a
minimum o 1 h o an hou and a hal and we e conduc ed ei he
ace- o- ace o online. The discussions ollowed dialogical and
empowe ing app oach. Teache educa o opened and closed he
session bu o e ed space o bo h he s uden and he pee o
ini ia e opics o discuss.
The da a was analysed u ilising quali a i e hema ic analysis
(B aun and Cla ke, 2006). The analysis p ocess was i e a i e and
p og essi e, including phases o eading, e- eading, analysing,
and e i ying he in e p e a ions o he ex s. In he i s
phase, he ex s we e ead in ensi ely o ge amilia wi h he
whole da a. In he second ound he episodes ha in e p e ed
o encapsula e socio-emo ional expe iences du ing he ideo-
assis ed collabo a i e e lec ion and bene i s o expe ience we e
no ed and ma ked. Nex , he analysis ocussed on hose selec ed
exce p s. They we e analysed by iden i ying con en and s uc u e
ela ed simila i ies, di e ences, and pa e ns. Based on ha ,
he da a was hema ically g ouped based on he wo esea ch
ques ions and he g oups we e named desc ip i ely.
In he e ms o ensu ing he us wo hiness o he sepa a e
coding p ocess, and imp o ing he c edibili y o he s udy,
he encodings and in e p e a ions we e join ly discussed. The
subsequen phases we e conduc ed in close collabo a ion among
he au ho s by join discussions o compa e and summa ise
he indings in he line wi h he esea ch ques ions. The da a
collec ion and he p elimina y analysis was conduc ed by wo
o he esea che s. The inal in e p e a ions we e discussed and
made wi h all he esea che s and au ho s o his a icle.
RESULTS
The esul s o he esea ch ques ions, wha kind o socio-
emo ional expe iences did he s uden eache s desc ibe du ing
he ideo-assis ed collabo a i e e lec ion, indica e ha he
s uden eache s’ socio-emo ional expe iences we e s ong and
closely in e wined wi h he e lec ion ac i i ies. The en i e
p ocess o u ilising he PEVATM model as an analysis and a
ideo e lec ion ool o e ed he s uden s an oppo uni y o access
and ecall hei emo ions and expe iences du ing he eaching
si ua ions. The ange o emo ions ha s uden eache s desc ibed
a ied om ea and in ima ion o ul ilmen and empowe men .
Fea and In imida ion
P io o he onse o he p ocess some s uden eache s exp essed
eelings o being cau ious as he idea o making ideos o eaching
sessions was conside ed di icul and e en in imida ing. The
p ac ical aspec s in he p ocess, such as, asking o pe missions
om hei s uden s, eco ding eaching sessions, sa ing, and
sha ing he ideos wi h pee s and he eache educa o , was
conside ed di icul and b ough up some nega i e emo ions.
“The idea o ha ing o e iew he ideo eco dings o he sessions
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I augh as pa o my eaching p ac ice was a daun ing one.
In i s ini ial phases i was pu e agony o wa ch each o he
ideos” [ST 20, 2].
Video as a ool was seen as e ealing and un o gi ing. This was
e iden when one o he s uden eache s desc ibed i as a “mi o ,
which opened a window o me o see mysel om an audience’s
pe spec i e.” The me apho o a mi o o e ed he s uden s a
possibili y o iew one’s posi i e and nega i e aspec s. Some imes
he imagined iew o hemsel es as a eache and seeing he eali y
on he ideo caused some con using eelings and made s uden s
hink ha some hing needed o be changed. This expe ience was
sha ed and he need o imp o emen was acknowledged e en
hough ha s uden had p io eaching expe iences. “The i s
hing ha caugh my eyes when I s a ed e iewing my wo k, is
ha my image in my head and my image don’ ma ch he way I
hough . I was ha d o see all my ac ions and all my exp essions he
way o he people see hem. My acial exp essions, body language,
and one o oice, I el ha I ha e o wo k on hem” [ST 17, 1].
“The ideo eco ding was an eye-opening expe ience. I ha e been
eaching o some yea s now. Ye , I el ha I ha e o make changes
in each one o my sessions o imp o e” [ST 21, 1].
The esul s e ealed ha he ini ial s age o conduc ing he i s
sel -analysis based on he ideo- eco ded session was expe ienced
as he ha des . Some s uden s pos poned he ask o days, e en
o a week as one o he s uden s explained. The ini ial phases
o he s uden eache s’ analysis p ocess ocussed on ex e nal
issues, o example alking pa e ns, gene al appea ance and some
nega i e eelings a ached o hem. Se e al iewings and ge ing
used o seeing hemsel es on he ideo, eleased his ini ial
ension and anxie y, and made i possible o hem o also e lec
upon issues o he han jus hei appea ance, oice, manne s o
non- e bal communica ion. “I didn’ da e o wa ch my ideos o
a week. Finally, I asked my kids o wa ch i and when hey said o
me ‘Dad, you’ e no oo bad’, I wa ched and e iewed i mysel ”
[ST 9, 2].
“I was aw ul o wa ch mysel on came a, ini ially. Howe e , he
mo e I wa ched, he mo e accus omed I became o my own oice and
appea ance. Wa ching he ideo helped me no ice my manne isms
and non- e bal communica ion, some o which I had al eady been
made awa e o by my iends and ela i es. I ook mo e ime o ge
pas hose and in ac , some o hem would be eally good o ge id
o en i ely” [ST 8, 2].
A e o e coming he i s hu dle o seeing and accep ing
onesel on he ideo, s uden eache s we e able o shi
hei ocus on he paedagogical elemen s oge he wi h socio-
emo ional ea u es o eaching and he impo ance o s uden -
eache in e ac ions. One o he s uden s desc ibed ha wi h
he ideo e lec ion one could no ice own eaching p ac ices in
de ail. Fo example, one could obse e when no es we e used
oo o en, socio-emo ional ein o cemen was no p o ided, o
mis akes we e no co ec ed. Also, as ideo p o ides a iew
o he class oom, one can no ice hei own mo emen s, such
as no mo ing a ound na u ally when s uden s a e wo king
in hei asks o wi h hei g oups. In addi ion o opics o
be imp o ed, ideo can show when he s uden eache is
succeeding o posi i ely eac o s uden s’ answe s, p o iding
e bal o non- e bal ein o cemen , such as smiling, keeping eye
con ac , o nodding.
“On he second ideo I no iced ha I some imes ead oo much om
a pape because I had made oo good no es using whole sen ences
and because I was oo exci ed o emembe wha I was supposed
o say. I hink I could ha e said o he s uden s ha I am checking
my no es so ha I won’ o ge any hing I had planned o say o
hem abou he eedback, i migh ha e been qui e na u al ha
way” [ST 10, 5].
“On all ideos, I hink ha I did no gi e s uden s enough posi i e
ein o cemen when hey ga e he co ec answe , and on he o he
hand, did no say e e y ime, i wha hey said was w ong. Also, I
could ha e walked a ound he class oom mo e du ing he s uden s’
discussions. I acknowledge ha I eel a bi unce ain abou he
in e ac ion wi h s uden s in class” [ST 10, 5].
“While wa ching he ideos I no iced ha I o en eac ed o he
answe s wi h a smile (and eye con ac ). Some imes my eac ions
also included e bal eedback like ‘exac ly.’ Du ing session h ee I
o en nodded o o he wise lis ened ac i ely. . ./. . . All in all, I am
qui e happy wi h hese eaching sessions” [ST 1, 6].
Ful ilmen and Empowe men
In addi ion o s uden eache s’ sel - e lec ion, hey all ecei ed
and p o ided a pee - e lec ion o hei pai and also had a
e lec i e discussion wi h he eache educa o and he pee . The
e lec i e analysis discussions wi h he eache educa o and he
pee s we e conside ed o be an eye-opening and empowe ing
expe ience and suppo ed s uden eache s’ obse a ions and
in e p e a ions o hei own socio-emo ional compe ences. The
analysis p ocess aided he s uden s o iden i y a ious aspec s
on how o acili a e lea ning, o unde s and he complexi y o
a lea ning p ocess and he a ious ways hey in e ac wi h hei
s uden s. Viewing a pee ’s ideo seemed o help he s uden s
unco e and e en challenge hei p io philosophies o eaching
and lea ning, and o de elop new unde s anding and meaning
o acili a ing lea ning. “I el much sa e when a us ed pe son
eco ded he mos signi ican s ages o he session. In a way, I did
no need o hink abou he p ocess o eco ding, bu a he I ha e
ully concen a ed on he p ocess o eaching and lea ning om my
eaching and wo king wi h he s uden g oup” [ST 11, 2]. “I ga e
me new ideas and insigh s on how eaching in p ac ice is di e en
om heo y. I ound ou ha eaching is a mul idimensional
p ocess ha includes no only eache s and lea ne s bu many
o he elemen s such as eelings, iews, oices, se ings e c.” [ST 21,
1]. “He [ he pee ’s] eedback was p ima y posi i e al hough she
encou aged me o be con iden ” [14, 6].
I appea ed ha s uden eache s gained con idence and belie
in hei own p o essional skills as a acili a o o lea ning by
aking pa in he ideo e lec ion p ocess. S uden eache s
explained ha hey gained a be e idea o wha a s uden ’s
expe ience o hem as a acili a o would look like. Some o
hem also exp essed ha hey expe ienced a ole change om
expe o he lea ning acili a o , who walks along side du ing he
lea ning p ocess. “Viewing and analysing he ideo o my eaching
session was an eye-opening expe ience. I p o ided me wi h a mo e
objec i e iew o he p ocess, in o he wo ds, i ga e me a be e
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idea o wha a s uden ’s expe ience was o me as a acili a o o
lea ning ” [ST 14, 1] “This gi es mo e con idence o me as a
lea ning acili a o ” [ST 24, 1].“The ole changed om expe o
acili a o on he side in he lea ning p ocess” [ST 9, 1].
S uden eache s also highligh ed he meaning o con inui y
wi h hei pee s as a e lec ion suppo p ocess. By implemen ing
he p ac ice o con inuous suppo , he s uden s had he
oppo uni y o con inue hei e lec ion discussions du ing he
longe pe iods o ime and i was seen as bene icial o hei
sha ed lea ning p ocess, as hese s uden eache s s a ed: “Ha ing
he same pee -assesso had a huge impac , we so o con inued
om whe e we le o 2 days ago. Also knowing you pee -
assesso does help. This is also some hing o conside . I hink ha
assessing someone om you own lea ning g oup possibly o e s
you mo e insigh s since you know you colleague a bi be e , hei
pe sonali y, ways o wo king and so on” [ST 2, 1]. “./. . . I am eage
o imp o e my skills. This aining has been a p i ilege in a way ha
one ge s eedback/ o wa d. I am no su e how well ge ing eedback
wo ks in o dina y se ings/wo king li e–pe haps people a e jus oo
busy o gi e any eedback o a colleague, i one doesn’ ask o i .
No oo many, I guess” [ST 6, 6].
Socio-Emo ional Expe iences as a
Building Block o De eloping One’s
Socio-Emo ional Compe ence
Fu he analysis o he da a o answe he second esea ch
ques ion, wha bene i s s uden eache s expe ienced h ough
he ideo-assis ed collabo a i e e lec ions, e ealed ha socio-
emo ional compe ence seems o be associa ed wi h e lec i e
skills. Video analyses ocussing on s uden eache s’ own and hei
pee s’ eaching seem o ac ualise and suppo e lec ions. S uden
eache s men ioned becoming mo e awa e o hei own ac ions as
hey we e able o see hemsel es h ough he eyes o o he s. “The
ideos ha e been an excellen e lec i e ool. . .” [TS 2, 1]. “Video-
obse a ion helped me o unde s and my own ac ions” [TS20, 1].
“Now I know how my s uden s see me” [TS9, 1].
Co espondingly, s uden eache s’ awa eness o hei socio-
emo ional compe ence inc eased in his p ocess, no only due
o e lec ing upon eaching p ac ice, bu also due o e lec ions
o emo ional expe iences while eaching and ecogni ion o
hei s uden s’ emo ional eac ions. The esul s show ha he
s uden s, o example, named hei own eelings and emo ional
eac ions, and e lec ed upon how a socio-emo ional connec ion
was expe ienced as one o he mos enjoyable momen s. The
ideo e lec ion a o ded s uden s o e isi and e lec upon his
momen again and explain he expe iences e bally. “To me he
mos enjoyable momen s in he ideos we e he momen s when
I could see ha I had a connec ion o he s uden s. Eye con ac ,
smiles, eac ions–any hing ha indica ed ha he e was a ue
connec ion” [ST 1, 3].
In addi ion, s uden eache s desc ibed ha ing been able o
c ea e connec ions wi h hei s uden s’ socio-emo ional eac ions
and eelings. Acco dingly, hey we e o e ed an oppo uni y o
become awa e o he impo ance o indi idual encoun e s wi h
s uden s, aking in o accoun , o example, cul u al di e ences as
well as s uden s’ p io expe iences, as obse ed in he ollowing
ex ac s. “I do my bes o pay much a en ion o he s uden ’s
sensi i i y. People o di e en coun ies and di e en cul u es need
o be handled di e en ly” [ST 21, 1].“Using ideo- eco ding du ing
he paedagogical p ac ice pe iod has helped me a lo o ecei e a bi
mo e objec i e iew o how he paedagogical p ocess was o ganised,
wha he s uden s’ engagemen le el was and how my and s uden s’
physical as well as men al/emo ional in e ac ion p og essed du ing
he session” [ST 11, 2].
DISCUSSION
The s udy seeks o answe , wha kind o socio-emo ional
expe iences did he s uden eache s desc ibe expe iencing du ing
he ideo-assis ed collabo a i e e lec ion and wha bene i s
s uden eache s desc ibed expe iencing h ough he ideo-
assis ed collabo a i e e lec ions? We we e pa icula ly in e es ed
in s uden eache s’ emo ional sha ing as a cen al pa o socio-
emo ional compe ence (Zhou and Ee, 2012). Speci ically, how
s uden eache s iewed hei emo ional expe iences and how
hey esponded o he emo ional expe iences o o he s. This was
done by obse ing how emo ions we e exp essed, e lec ed upon
and shaped in social in e ac ion.
The esul s o his s udy indica e ha ideo was a pa icula ly
use ul paedagogical ins umen ha enabled s uden eache s
o e balise hei socio-emo ional expe iences as well as no ice
hei pe sonal s eng hs and weaknesses. The epea ed ideo-
analysis shi ed he s uden eache s’ analysis ocus om hei
own emo ional expe iences o a b oade iew o socio-emo ional
pe spec i es and hei e ec s on class oom in e ac ion (Du lak
e al., 2011;Roo da e al., 2011). Based on ou esul s, i can
be concluded ha pee -s uden s’ commen s and eedback, i.e.,
collabo a i e le el in e lec ion, opened s uden s’ e lec ion-
pe spec i es mo e b oadly and suppo ed hei p o essional
de elopmen . This is in line wi h he p io esul s by She in e al.
(2009) indica ing ha ideo e iewing, analysing, and discussing
c i ical inciden s in eaching, acili a es an expansion o
p o essional ision and imp o emen o paedagogical easoning.
We conclude ha obse ing o he s, who a e in a simila posi ion,
in his case as s uden eache s in a p ac ice pe iod, was a
meaning ul lea ning expe ience o he s uden s. Donelly (2007)
has elabo a ed his idea u he by iden i ying ha s uden s’ sel -
e icacy can be enhanced when possibili ies o obse e o he s
simila o hemsel es a e p o ided.
O e all, we ealised ha e lec ing on ac ions and beha iou s
in a eaching con ex is an emo ionally laden p ocess. Di e en
kinds o emo ions may su ace epea edly and in i e a pe son o
e iew and e lec whe e hese emo ions a e coming om and
wha meanings one gi es o hem. Hess and Ha eli (2019) a gued
ha emo ion exp ession and ecogni ion is a socially embedded
p ocess, which cha ac e ise bo h he immedia e con ex o
occu ence as well as he b oade sociocul u al con ex . This
a gumen is also in line wi h he socio-dynamic model o
emo ions (Mesqui a and Boige , 2014), which highligh s ha
expe ienced and exp essed emo ions a e ypically de i ed om
social encoun e s and also ha e unc ional oles wi hin speci ic
sociocul u al con ex .
F on ie s in Educa ion | www. on ie sin.o g 8July 2022 | Volume 7 | A icle 846567