Resea ch on Educa ion and Media
Vol. 11, N. 1, Yea 2019
ISSN: 2037-0830 – DOI: 10.2478/ em-2019-0014
Was i wo h he e o ? An explo a o y s udy on he use ulness and
accep ance o ideo anno a ion o in-se ice eache s aining in VET
sec o
Elena Bold ini a, Albe o Ca aneo b, Alessia E i-Colombo c
aSwiss Fede al Ins i u e o Voca ional Educa ion and T aining, Swi ze land,
[email p o ec ed], h ps://o cid.o g/0000-0003-3405-9740
bSwiss Fede al Ins i u e o Voca ional Educa ion and T aining, Swi ze land,
[email p o ec ed], h ps://o cid.o g/0000-0001-5155-1214
cSwiss Fede al Ins i u e o Voca ional Educa ion and T aining, Swi ze land,
[email p o ec ed], h ps://o cid.o g/0000-0002-2071-3791
Abs ac
In he ield o eache s aining o di e en le els (p ima y and seconda y) and ypes (in-se ice and p e-se ice),
exploi ing ideo suppo o eaching p ac ices analysis is a well-es ablished aining me hod o os e e lec ion on
p o essional p ac ices, sel - and he e o-obse a ion, and inally o imp o e eaching. While ideo has long been used o
cap u e mic o eaching episodes, illus a e class oom cases and p ac ices, and o e iew eaching p ac ices, ecen
de elopmen s in ideo anno a ion ools may help o ex end and augmen he po en iali ies o ideo iewing. Va ious,
al hough limi ed, numbe s o s udies ha e explo ed his ield o esea ch, especially wi h espec o in-se ice eache s
aining. Howe e , his is less he case o Voca ional Educa ion and T aining. The s udy p esen ed he e is a pilo
expe ience in he ield o in-se ice eache s aining in he oca ional sec o . A wo-yea aining p og amme using
ideo anno a ion has been e alua ed and analysed. The dimensions in es iga ed a e eache s’ pe cep ions on he
use ulness, accep ance and sus ainabili y o ideo anno a ion in eaching p ac ices analysis. Resul s show a e y good
accep ance and use ulness o ideo anno a ion o e lec ing on p ac ice and o deli e eedbacks. Implica ions o he
in eg a ion o a s uc u al p og amme o analysis o p ac ices based on ideo anno a ion a e p esen ed.
Keywo ds: ideo anno a ion; in-se ice eache aining; Voca ional Educa ion and T aining; eedback;
p o essional p ac ices
In oduc ion
Di e en schola s ha e ecognized ideo in gene al as an e ec i e suppo o analysing, e lec ing and –
consequen ly – imp o ing p o essional p ac ices (e.g. A sa e al., 2015 in medicine; T ipp & Rich, 2012 in eache
aining).
P o essional compe ence de elopmen equi es in ac cons an and explici e lec ion on ac ion (e.g. Kembe ,
McKay, Sinclai , & Wong, 2008) o consolida e e ec i e ou ines, o de elop knowledge on ac ions and o ecognize
imp o emen s needed o enhancing he e ec i eness o p o essional beha iou (Saedon, Salleh, Balak ishnan, Im ay,
& Saedon, 2012), wi h he inal in en o each a gi en s anda d and expec ed pe o mance (Voe man, Meije ,
Ko hagen, & Simons, 2012).
Re lec ion on ac ion can be os e ed h ough ecei ing o ma i e eedbacks p o ided by an agen such as a pee , a
u o o an expe ienced colleague, and p og essi ely h ough sel -gene a ed eedbacks (B inko, 1993).
In a si ua ion-based ins uc ional app oach, he e lec i e analysis on au hen ic ideo- eco ded si ua ions expe ienced
by p o essionals cons i u es a aluable means o os e ing bo h he e o-p o ided eedbacks and sel -obse a ion by he
p o essional he sel , hus ensu ing he de elopmen o obse a ional skills on one’s eal ac ions. This p ocess can be
addi ionally ein o ced by he use o ideo as a ool o suppo ing ocused, conc e e and si ua ional e idence-based
eedback (B inko 1993, Fukkink, T ienekens, & K ame , 2011).
In he ield o eache s aining o di e en le els (p ima y and seconda y) and ypes (in-se ice and p e-se ice),
exploi ing ideo suppo o eaching p ac ices analysis is a well-es ablished aining me hod as in o he p o essions
(Colasan e, 2011, Bonaiu i, 2012; Gaudin & Chaliès, 2015).
Was i wo h he e o ? An explo a o y s udy on he use ulness and accep abili y o ideo-anno a ion wi hin in-
se ice eache s aining?
Bold ini, Ca aneo, E i-Colombo
Resea ch on Educa ion and Media. Vol. 11, N. 1, Yea 2019 - ISSN: 2037-0830 101
A his ega d, esea ch has poin ed ou he a o dances o his ool as i allows (a) a pos poned access o an au hen ic
si ua ion in i s complexi y and ichness (Gaudin & Chaliès, 2012); (b) o see in a slowe pace he in e ac ions and
ac ions du ing he class ha o he wise would no ha e been conside ed because o he g ea amoun o in o ma ion he
subjec manages while p ac ising; (c) o selec speci ic pa s and clips ou o a mo e complex si ua ion and o de elop
he capaci y o e lec on a mo e e idence-based manne (T ipp & Rich, 2012); (d) inally, ideo iewing enhances he
possibili y o a g ea e connec i i y and al e na ion among p o essional p ac ice ( eaching) and aining cou se
(Gaudin& Chaliès, 2015).
While ideo has long been used o cap u e mic o eaching episodes, illus a e class oom cases and p ac ices, and o
e iew eaching p ac ices, ecen de elopmen s on ideo anno a ion ools may help o ex end and augmen he
po en iali ies o ideo iewing. Such ools make p ac ice documen a ion possible, and suppo sel -analysis using
e i iable e idence. In ac , ideo anno a ion is a lexible and sus ainable ool equi ing minimal ideo-edi ing
compe ence o inse ing and sha ing commen s and no es, and i allows he ollowing:
a) w i ing and commen ing unc ionali ies di ec ly in he ideo ames, hus ein o cing he e lec ion on ac ion
p ocess (Bold ini & Ca aneo, 2013, 2014);
b) pee s, u o s and pe sonal emo e eedbacks inse ion and exchange on a same and speci ic class oom e en ;
c) he possibili y o ha e access o epo s o he eedbacks and analysis o pe o m an o e all e lec ion p ocess on
one’s p ac ice.
Nowadays, a wide ange o ideo anno a ion ools is a ailable (Picci, Cal ani & Bonaiu i, 2012; Rich & Hanna in,
2009), bo h online and o line, p o iding modelling si ua ions o possibili ies o analyse au hen ic eaching scena ios,
hus p o ing o be a lexible ool o di e en p o essional uses (Ca aneo, an de Meij, Sauli, 2018; Sauli, Ca aneo &
an de Meij, 2018).
Since Rich and Hanna in published hei wo k on ideo anno a ion as echnology o sca olding, s uc u ing and
ans o ming eache s’ e lec ions (2009), a ious, al hough limi ed, numbe s o s udies ha e explo ed his ield o
esea ch. In hei e iew, To egosa, Díaz-Ma in & Ibáñez-Cubillas (2017) showed ha since 2009–2017, he e was an
inc easing numbe s o s udies on ideo anno a ion and eache educa ion, ye he quan i y o hem is s ill sca ce,
especially i e e ed o he speci ic ield o eache educa ion such as he oca ional one. Addi ionally, as he au ho s
epo ed, he ield o esea ch abou in-se ice eache s aining is insu icien . On he same ein, Picci, Cal ani &
Bonaiu i (2012, 2014) and Cal ani, Bonaiu i & And eocci (2011) poin ed ou ha gi ing he po en iali ies o ideo
anno a ion, i is ele an o collec bo h empi ical da a on eache s’ pe spec i e on i s use and on he implica ions o
eache ’s sel - e lec ion capaci y and pee s in e ac ions.
This pape aims he e o e o con ibu e o ill he gap in knowledge wi h espec o he use o ideo anno a ion in
oca ional eache s’ aining, wi h a speci ic ocus on in-se ice eache s, wo king on an ins uc ional scena io
cha ac e ized bo h by collabo a i e and indi idual analysis on eache s’ p ac ices.
1.Con ex o he s udy
In Swi ze land, a Fede al Law egula es eache s’ aining wi hin he Voca ional Educa ion and T aining (VET)
sec o , including seconda y uppe le el and oca ional e ia y le el eache s. The Law on Voca ional Educa ion and
T aining indica es ha eache s a end he aining while hey a e al eady en olled in schools wi h an assignmen
con ac .
This means ha eache s’ aining is o ganized be ween he al e na ion o aining and p o essional p ac ice in
schools. On his backd op, he al e na ion be ween eal p ac ice in VET schools and aining cou ses should be
exploi ed as an occasion o wo k on he connec ion be ween au hen ic expe iences and decla a i e knowledge inpu s, in
a pe spec i e o si ua ion-based didac ics (Bold ini, Ghisla, Bausch, 2014).
The comple e aining cu iculum o VET eache s is cha ac e ized by a 3-yea (six semes e s) pa - ime diploma
cou se (1800 hou s o aining o a o al o 60 ECTS) consis ing o di e en kinds o modules ( o a o al o 12, each 5
ECTS). Speci ically, 10 modules aim a de eloping speci ic skills o he eache ’s compe ence p o ile (s uc u ing
aining sequences, assessing lea nings ou comes, collabo a ing wi hin he school ins i u ion, managing communica ion
in he class oom, e c.). The emaining aining modules c oss he en i e aining cu iculum. They aim a p o iding he
eache s wi h a ans e sal de elopmen o hei p o essionalism and iden i y. This pa h ends wi h he e alua ion o he
eaching p ac ice and wi h he d a ing o he inal p ac ical p ojec , based on he eache ’s pe sonal aining ac i i y
conduc ed based on he eache ’s in e es s and iden i ied eaching conce ns. Wi hin he ans e sal modules, he e is
also an indi idual and pe sonalized pedagogical guidance, ha is, aining isi s in class once a semes e by expe
u o s and by disciplina y eache s, wi h he ul ima e goal o encou aging he eache 's e lec ion on hei p ac ices and –
on his basis – o u he de elop hei compe ences.
On op o ha , i has o be conside ed ha wi hin he VET eache s’ aining cu iculum, while gene ally e y
app ecia ed, eache s can p o i om limi ed isi s in class as well as occasions o ecei ing and p o iding di ec
eedbacks on class oom p ac ices. In his pe spec i e, some inno a ions in he aining cu iculum ha e been conside ed
and es ed o o e mo e equen and di ec oppo uni ies o p o ide eache s wi h ideo and ideo anno a ion suppo ed
eedback on eaching p ac ices.
Was i wo h he e o ? An explo a o y s udy on he use ulness and accep abili y o ideo-anno a ion wi hin in-
se ice eache s aining?
Bold ini, Ca aneo, E i-Colombo
Resea ch on Educa ion and Media. Vol. 11, N. 1, Yea 2019 - ISSN: 2037-0830 102
2.Aims
Based on hese p emises, au ho s de eloped a pilo s udy wi hin he VET eache s aining diploma in Swi ze land
and pa icula ly wi hin he ans e sal modules leading o he inal e alua ion o he eaching p ac ice. The s udy
ep esen s a i s explo a o y p ojec on he use o a ideo anno a ion ool o indi idual and collabo a i e analysis o
au hen ic eaching p ac ices, wi h he inal in en o e alua e i s e ec s and app ecia ion so ha i can be adap ed,
de eloped and included in he aining cu iculum in a s uc u al way.
In o he wo ds, he s udy i s aimed o es he easibili y in e ms o pe cei ed use ulness, accep ance and
sus ainabili y o he ins uc ional model o be s eadily in eg a ed in he eache educa ion p og am. Second, he pilo
in ended o e alua e he impac o ideo anno a ion on eache s’ e lec i e capaci y, as well as o assess he e ec s o
using ideo anno a ion on he quali y and quan i y o ecip ocal eedbacks among pa icipa ing eache s and on one’s
own p ac ice. In he p esen pape , au ho s will ocus on he analysis and discussion o he i s goal.
3. Sample
The pa icipan s we e 36 VET in- aining eache s. They we e pa o wo di e en diploma g oups (18 eache s
each), bo h concluding hei aining in June 2018. P o essional subjec eache s and baccalau ea e subjec eache s
composed he wo g oups. Fo each diploma g oup, pa icipan s we e spli in o wo condi ions based on hei
p e e ences, bu in any case wi h he indica ion o a maximum o 10 pa icipan s o each condi ion. Hal o he sample
(18 pa icipan s) p o ided eedbacks and conduc ed a sel -obse a ion on ideo- eco ded lessons suppo ed by he ideo
anno a ion ool. The emaining pa icipan s (18 eache s) deli e ed eedbacks and conduc ed he sel -obse a ion ask
by w i ing a epo h ough di ec in-class examina ion o pee s’ and one’s own lessons.
4. P ocedu e
Teache s ook pa in he s udy and a ended a aining p og amme o e ou hal aining days dis ibu ed in ou
semes e s, o a o al o 16 p esence hou s and abou o 25 hou s o indi idual wo k ime. The cou se included i s
h ee he e o-di ec ed eedback ac i i ies ( eache s wo ked in couples) on colleagues’ eaching si ua ions, and inally a
sel -analysis ac i i y on one’s own lesson.
Mo e in de ail and as p esen ed in Figu e 1, he pa icipan s ook pa in a aining pa e n in which aining ac i i ies
a e p o ided in p esence ( ou mee ings), and ac i i ies o analysis in dis ance lea ning mode ( h ee analysis ac i i ies in
he in e sessions). In he ollowing pa ag aphs, we desc ibe he o e all p og amme.
Du ing a i s mee ing, in addi ion o a p esen a ion o he pedagogical and e hical con ac , in a plena y se ing,
pa icipan analysed he ideo o a lec u e by a eache no p esen in he aining g oup and hen de ined as “unknown
eache ”. The aim was o iden i y he ecu en ac i i ies ha a eache no mally ca ies ou in his p ac ice and o de ine
in a sha ed way a lis o abou 10–15 ele an didac ic ac i i ies (e.g. gi ing eedback o s uden s, in oducing he
lesson, e c.). S a ing om his lis , which would se e as a guide o he whole cou se, we s a ed wi h he analysis on
he i s wo ac i i ies om he lis (i.e. in oducing he lesson and gi ing o ma i e eedbacks o s uden s). Each eache
was asked o wa ch a ideo on he subjec , always by a eache ou side he g oup, and o iden i y elemen s on which o
p o ide eedbacks ( he iden i ica ion o elemen s was conduc ed ia ideo anno a ion in he ideo anno a ion condi ion
o ia pen-and-pape anno a ion in he o he condi ion). Feedbacks we e hen sha ed and discussed in he g oup. A his
poin , a heo e ical inpu was gi en on how o e ec i ely p o ide eedback o a colleague, ollowing ecommenda ions
by Ha ie & Timpe ley (2007) and by B inko (1993), as well as u o s’ guidelines.
A he end o he i s mee ing, pa icipan s we e p epa ed o he in e session ask: eache s collabo a i ely de ined
wo ac i i ies on which o ocus hei a en ion o he obse a ion and eedbacks o be deli e ed du ing he in e session
pe iod. The pa icipan s we e hen sepa a ed in o wo k pai s. Each eache in he couples ideo- eco ded a pa o
he /his own lesson in which he de ined ac i i ies we e ca ied ou ; he ideo o each eache was inse ed wi hin a
ideo anno a ion so wa e so ha each eache in he couple could w i e wi hin an online sessions eedbacks o he
colleague and ice e sa (Figu e 2). When bo h eache s had inished en e ing hei eedback, one o he wo cou se
u o s would en e hei eedbacks. In he di ec obse a ion condi ion, pa icipan s ollowed he same p ocedu e, wi h
excep ion o he use o ideo anno a ion so wa e o eedback sha ing. They wo ked in pai s and du ing he
in e sessions, hey obse ed an in-class colleague’s lesson. Feedback on he examined lesson we e hen deli e ed
h ough a w i en epo on he selec ed oci o hei obse a ion.
In he second mee ing in p esence (which ook place in he ollowing semes e ), he analysis conduc ed whe e hen
sha ed and gene alized o de ine bes p ac ices wi h espec o he selec ed ac i i ies. Then, a second couple o
ins uc ional ac i i ies we e iden i ied om he lis and deemed he objec o he nex in e session pe iod.
In he hi d mee ing, he analysis and he eedbacks o he in e session we e sha ed and consolida ed in o gene al
guidelines o good p ac ices.
Be o e he las mee ing, each eache ideo- eco ded and sel -analysed hei own p ac ice, ocusing on ano he
couple o eaching ac i i ies and a longe sec ion o a lesson (20 minu es).
Was i wo h he e o ? An explo a o y s udy on he use ulness and accep abili y o ideo-anno a ion wi hin in-
se ice eache s aining?
Bold ini, Ca aneo, E i-Colombo
Resea ch on Educa ion and Media. Vol. 11, N. 1, Yea 2019 - ISSN: 2037-0830 103
In he las mee ing, he esul s o he sel -analysis we e hen hema ized in he g oup and inally all he pa icipan s o
he wo condi ions conduc ed he analysis o a whole lesson by an unknown eache : his las analysis would unc ion as
he inal measu e o he p og amme. An online sa is ac ion and pe cei ed use ulness ques ionnai es we e submi ed a
he end o he session.
This p og amme is cha ac e ized by a p og ession design, s a ing om he e o-analysis o sel -analysis, and om he
analysis o clea -cu ac ions o gene alizable and ans e able eaching ac ions.
Fig. 1 The o e all aining model.
The ideo anno a ion so wa e used in he p og am is called i ideo (www.i ideo.educa ion). I allows use s o
ans o m adi ional ideos in o in e ac i e ones, h ough hype links (called ac i e poin s) ha en ich he ideos wi h
addi ional mul imedia ma e ial, and anno a ions synch onized wi h he speci ic segmen s o he ideo. These
anno a ions can be p i a e o , as in he case o online sessions c ea ed wi hin his aining cou se, sha ed wi h o he
membe s o a de ined g oup (in his case, he couple's colleague and he cou se supe iso ). As shown in Figu e 2,
anno a ions appea on he igh -hand po ion o he ideo sc een, in he o m o commen s gene a ed bo h by he
eache s’ pee and by he supe iso .
Fig. 2. The i ideo so wa e and he ideo anno a ion unc ionali y.
5. Da a collec ed
S emming om he objec i es de i ed by he explo a o y na u e o he s udy, he au ho s aimed, i s , o e i y he
accep abili y, use ulness and sus ainabili y o he aining p og amme in e ms o he de elopmen o didac ic skills and
Supe iso ’s
anno a ion
Pee ’s
anno a ion
Was i wo h he e o ? An explo a o y s udy on he use ulness and accep abili y o ideo-anno a ion wi hin in-
se ice eache s aining?
Bold ini, Ca aneo, E i-Colombo
Resea ch on Educa ion and Media. Vol. 11, N. 1, Yea 2019 - ISSN: 2037-0830 104
engende ing o e lec i e skills on he eaching p ac ice. This was done h ough an online ques ionnai e submi ed o all
pa icipan s du ing he las day o plena y aining, and h ough a discussion among cou se pa icipan s and supe iso s.
The ques ionnai e consis ed o 22 i ems, o which 11 we e open-ended ques ions and 11 closed-ended ques ions. In he
closed-ended ques ions, s a emen s wi h Like scale answe s ( om −3: comple ely in disag eemen , o 3: comple ely in
ag eemen ) we e p o ided.
The ques ionnai e was di ided in o ou main pa s. The i s pa was dedica ed o he pe cep ion o use ulness in
ela ion o he aining p og amme; he second pa ocused on he use ulness and ease o obse ing a eaching p ac ice
and deli e ing eedbacks; he hi d pa was dedica ed o he wo k p ocesses ( ime in es ed, w i ing p ocess, e c.) and
esul s (lea ning ou comes and inal assessmen o he expe ience); in he las pa , ques ions we e asked abou he
added alues and pe cei ed limi s o he wo condi ions p oposed, as well as sugges ions o u he de elopmen o he
aining p og amme.
Fu he da a we e collec ed wi h espec o he analysis o he lesson o he unknown eache ( inal measu e) and
wi h espec o he quan i y and ype o eedbacks exchanged in he wo condi ions among he pa icipan s (p ocess
measu e). As men ioned be o e, in he p esen pape , au ho s ocus on he esul s ob ained om he ques ionnai e wi h
espec o accep abili y, pe cei ed use ulness, and sus ainabili y o he p og amme, wi h he inal aim o assess i s
condi ions o e ec i eness and aspec s o be de eloped o be s eadily implemen ed in o he aining cu iculum.
6.Resul s
Use ulness. Gene ally speaking, he esul s on he use ulness o he aining p og amme a e posi i e. Teache s
decla ed o ag ee wi h he gene al use ulness o he p og amme wi h an a e age mean o 2.14 (SD.640); mo eo e ,
eache s hink ha he semina allowed hem o imp o e hei eaching p ac ice (M2.17, DS.69) and abo e all hey
s ongly ag ee ha he semina allowed hem o de elop e lec i e skills on hei own eaching p ac ice (M2.33, SD.67).
No as signi ica i e – bu posi i e none heless – is he belie o ha ing de eloped a me hod o analysis (M1.92,
SD.94) and a eusable me hod in he u u e (M1.69, SD1.12).
This o e iew is no di e en ia ed in he wo wo king condi ions: bo h hose who ha e wo ked wi h ideo
anno a ion and hose who ha e wo ked wi h in-class obse a ion o hei colleague s a ed a gene al sa is ac ion owa ds
he p og amme (Table 1), wi hou showing s a is ical di e ences among condi ions (independen samples T-Tes ).
Table 1. Resul s abou pe cei ed use ulness by condi ion.
I hink he aining p og amme Condi ions N M SD
has been use ul
Video anno a ion 18 2.17 .707
Di ec obse a ion 18 2.11 .583
has allowed me o lea n how o each
Video anno a ion 18 1.94 1.056
Di ec obse a ion 18 1.94 .539
has helped me o imp o e my eaching p ac ice
Video anno a ion 18 2.11 .832
Di ec obse a ion 18 2.22 .548
has allowed me o de elop my e lec i e compe ence on my p ac ice
Video anno a ion 18 2.28 .752
Di ec obse a ion 18 2.39 .608
has allowed me o lea n a me hod o analysis
Video anno a ion 18 1.67 1.188
Di ec obse a ion 18 2.17 .514
.. has augh me a me hod ha I can use in he u u e, oo
Video anno a ion 18 1.44 1.504
Di ec obse a ion 18 1.94 .416
Sel - and he e o-obse a ion. In e ms o use ulness o pee s’ obse a ion, he e has been a posi i e pe cep ion
(M2.33, SD.59); e en mo e so wi h espec o he possibili y o obse ing pee s’ eaching p ac ices (M2.44, SD.61).
In e es ingly, pa icipan s sca cely ag ee wi h he belie ha sel -obse a ion is mo e powe ul and use ul han
obse ing colleagues (M.033, SD1.87). Ne e heless, hey conside ha sel -obse a ion and sel -analysis a e mo e
di icul han he e o-obse a ion (M1.56, SD1.68). Tha is p obably he eason why hey ag ee on he p og ession om
sel -obse a ion o he e o-obse a ion (“ha ing had he possibili y o obse e my colleague’s p ac ice made he sel -
obse a ion easie ”, M 1.75, SD.99).
Table 2. Resul s abou he e o- and sel -obse a ion by condi ion.
Was i wo h he e o ? An explo a o y s udy on he use ulness and accep abili y o ideo-anno a ion wi hin in-
se ice eache s aining?
Bold ini, Ca aneo, E i-Colombo
Resea ch on Educa ion and Media. Vol. 11, N. 1, Yea 2019 - ISSN: 2037-0830 105
Condi ions N M SD
Recei ing a w i en eedback by a colleague has been use ul
Video anno a ion 18 2.22 .647
Di ec obse a ion 18 2.44 .511
Obse ing colleagues’ eaching p ac ice has been use ul
Video anno a ion 18 2.39 .608
Di ec obse a ion 18 2.50 .618
Ha ing had he oppo uni y o obse e a colleagues be o e obse ing
mysel made he sel -obse a ion easie
Video anno a ion 18 1.50 1.150
Di ec obse a ion 18 2.00 .767
Sel -obse a ion has been mo e di icul han he e o-obse a ion
Video anno a ion 18 1.00 1.847
Di ec obse a ion 18 2.11 1.323
Sel -obse a ion has been mo e use ul han he e o-obse a ion
Video anno a ion 18 .39 1.883
Di ec obse a ion 18 .28 1.904
Spli ing his analysis on he basis o he wo condi ions (Table 2.), no speci ic s a is ical di e ence has eme ged
(independen samples T-Tes ). I is, in any case, impo an o poin ou ha he only s a is ical di e ence conce ns he
i em “Sel -obse a ion has been mo e di icul han he e o-obse a ion”: eache s in he ideo anno a ion condi ion
pe cei ed sel -obse a ion as less di icul , as hey ega ded i as he oppo uni y o iew hei p ac ice and o di ec
anno a e hei e lec ions on i (MVideoAnno a ion1.00, SD1.85; MDi ec Obse a ion2.11, SD1.32); (34)2.075, p.046). Di e en ly,
he eache s in he di ec obse a ion condi ion did no ha e a suppo o link hei analysis o hei own p ac ice, hus
e ealing he di icul y o sel - e lec ing on one’s own p ac ice wi hou conc e e elemen s on which o ancho a
pos e io i e idence-based conside a ions. In gene al, on hese i ems ela ed o sel and he e o-obse a ion e eal ha
di ec obse a ion condi ion ge s sligh ly highe sco es. This is p obably due o he ac ha he obse a ions in he
class oom we e iche han hose in he ideo condi ion and he e o e conside ed a bi mo e use ul.
Wo k p ocess and pe cei ed esul s. In e ms o he a e age ime in es ed in he p og amme, he ideo anno a ion
coho o eache s and he di ec class oom obse a ion coho in es ed a c ucially di e en amoun o ime on hei
asks. Fo each analysis and eedback session (bo h sel -analysis and he e o-analysis), hose who wo ked wi hin he
ideo anno a ion condi ion indica ed an a e age ime in es men o one and a hal hou s o wo k (M83.82 minu es,
SD54.10); on he o he hand, hose who di ec ly obse ed a colleagues’ class oom lesson had o in es an a e age o
mo e han 4 hou s o wo k. This was due o he a el ime dedica ed o each he colleague’s school; o he ac ha he
obse e s ayed in he class oom o he whole du a ion o a eaching uni o 45 minu es, and because he d a ing o he
epo equi ed aking no es and elying on memo y ecall wha was obse ed (M283.24, SD134.90). S anda d de ia ion
alues show, in any case, a la ge a iabili y in he ime in es ed in bo h condi ions, p obabili y due o he di e en le el
o deepening in he analysis conduc ed and o he di e en o ganiza ional condi ions.
Ne e heless, he o e all e alua ion o he in es men in e ms o ime has been well e alua ed. Fo he ideo
anno a ion condi ion, 16 ou o 18 pa icipan s epo ed ha he cos –bene i a io o lea ning was posi i e. In h ee
cases, i epo ed a c i ical load in e ms o ime in es ed wi h ega d o he managemen o ideo iles and o he
p epa a ion o he ilming in class oom (consen o m o be submi ed o he s uden s).
In he condi ion o di ec obse a ion, 12 ou o 18 posi i ely e alua e he cos –bene i a io; nega i e obse a ions
go in he di ec ion o one ous in es men o ime o he d a ing o he epo and o he p ac ical o ganiza ion
conce ning he isi s o hei colleagues.
The majo i y o he pa icipan s, ega dless o he ype o condi ion hey we e in ol ed in (VA Video anno a ion;
DO Di ec obse a ion), ag ees on he ene ha i you wan o e lec [1], and especially i you wan o go in dep h
wi h e lec ion [2] on p o essional p ac ice [3], you ha e o dese e an adequa e amoun o ime; his in es men is
app op ia e – cos –bene i wise – in he ligh o he lea ning ou comes a ained and will also gene a e a posi i ely
c i ical a i ude [4].
1. “Since e lec ion is necessa y, he ime spen on i is adequa e” (VA).
2. “I depends on he quali y and dep h o he e lec ions one makes. I he e is ac ually a e lec ion suppo ing he
commen s, hen I hink i 's an adequa e amoun o ime o dedica e o his ac i i y” (VA).
3. “Yes [i is wo hy], because in-dep h e lec ion on p ac ices akes ime” (VA).
4. “... he d a ing o he epo equi es an e alua ion and e lec ion on wha I ha e obse ed. I au oma ically
makes you de elop some sel -c i icism owa ds you own p o essional ac i i ies, in ela ion o each aspec
obse ed” (DO).
A hi d ques ion conce ned he p ocess o w i ing (w i ing o communica e a eedback o a colleague, w i ing o sel -
analyse one’s own p ac ice). Wi hin he ideo anno a ion condi ion, w i ing is widely ecognized as a p ocess s ongly
Was i wo h he e o ? An explo a o y s udy on he use ulness and accep abili y o ideo-anno a ion wi hin in-
se ice eache s aining?
Bold ini, Ca aneo, E i-Colombo
Resea ch on Educa ion and Media. Vol. 11, N. 1, Yea 2019 - ISSN: 2037-0830 106
ela ed o e lec ion [5, 6] bu also wi h a s ong s uc u ing and connec ing powe [7], allowing o pu o de in one’s
hough s [6].
5. “W i ing he e lec ions helps ocus on he meaning o he ac i i y and enhance he c i ical hinking p ocess”
(VA);
6. “W i ing allows o make o de be ween hough s and o engende e lec ions” (VA);
7. “W i ing an analysis ce ainly cla i ies he ideas behind i , helps o s uc u e hem, and also makes i possible o
c ea e connec ions among indings” (VA).
Ne e heless, wi h espec o he w i ing p ocess, he e a e di e en pe cep ions in he wo g oups. Teache s wo king
wi h ideo anno a ion epo ed a mo e posi i e expe ience, as he w i ing p ocess was acili a ed by he ideo
anno a ion unc ionali y [8]. Th ee pa icipan s made explici e e ence o he added alue o he i ideo so wa e in
suppo ing he w i ing p ocess, and would ind i use ul o u he p omo e simila expe iences wi hin he whole aining
[9]:
8. “W i ing wi h ac i e poin s is ce ainly use ul and acili a es e lec ion compa ed o he simple ac o iewing. I is
also a use ul way o emembe , du ing he mee ings, wha we had inse ed as commen s and encou age e lec ion
in he class oom a ew weeks la e . I didn' ind i di icul o w i e my own eedback” (VA);
9. “I belie e ha ideo anno a ion acili a ed pe sonal e lec ion and ha he de elopmen o his p ac ice on he
i ideo in e ace was easy o ca y ou . I will be in e es ing o u he encou age his ype o ac i i y” (VA).
In he di ec obse a ion coho , on he con a y, 10 ou o 18 pa icipan s s a ed ha he p ocess o w i ing he epo on
he obse a ions made gene a ed some di icul ies and men ioned a ce ain e o connec ed o he w i ing p ocess [10];
al hough hey also ecognize is use ulness [10], some men ioned hei p e e ence o o he modali ies o analysis, such
as o al discussion [11].
10. “Fo me he di icul ies we e hose o exp essing mysel in a w i ing o ma ; howe e w i ing obse a ions was
e y use ul because i allowed me o emembe he a ious momen s o he lesson” (DO).
11. “I had some di icul ies wi h w i ing. I would ha e p e e ed an in o mal e bal discussion” (DO).
Lea ning ou comes, limi s and added alues. In he inal pa o he ques ionnai e, some ques ions conce ned he
pe cei ed use ulness ela ed o one’s lea ning ou comes, as well as he limi s and bene i s o he wo di e en
condi ions.
Wi h espec o he lea ning ou comes, pa icipan s o he ideo anno a ion condi ion epo ed o ha e lea ned how o
gi e a eedback (13 pe sons) and wha o ocus on du ing he analysis o a eaching p ac ice (eigh pe sons) [12]. These
s a emen s a e also p esen in he di ec obse a ion condi ion, bu in his las , eache s ocused mo e on he
communica ion and sha ing o eedbacks be ween colleagues [13].
12. “Be o e, I used o jus desc ibe, now I look, hink and y o imagine i he e is a be e way o do i ” (VA).
13. “Yes. Sensi i i y in he communica ion wi h he colleague and e alua ion o he sha ed e lec ion” (DO).
In e ms o limi s and added alues, hese we e di e en ia ed wi h espec o he condi ion in which he pa icipan s
we e in ol ed.
Abou he ideo anno a ion condi ion, he limi s ha ha e been poin ed ou we e mainly abou he isk o losing he
gene al con ex , he o e iew and he clima e o he class ( i e pa icipan s spoke abou his issue); his was also due o
he ac ha
14. “The possibili y o s opping and e iewing segmen s o he ideo may lead o ocus oo much on he de ails isking
losing he gene al o e iew” (VA).
Mo eo e , he ideo eco ding o ganiza ion was pe cei ed as cumbe some by se en pa icipan s. Finally, h ee
pa icipan s unde lined ha one limi conce ned he posi ion o he eco ding came a in he class oom; i s placemen can
in luence he whole in e p e a ion o he eaching si ua ion.
On he o he hand, he added alues o he ideo anno a ion modali y a e ep esen ed by he possibili y o e iew he
eco dings o he lessons se e al imes (se en pa icipan s ag eed on his ene ), o be e handle he o ganiza ional
aspec s o he ask (se en pa icipan s), o ha e mo e ime o e lec in dep h on he ideo p oduc (six pa icipan s), o
ha e he possibili y o obse e onesel in a ideo (5 pa icipan s), and o use a non-in usi e ( h ee pa icipan s) and
inno a i e echnological ool ( wo pa icipan s).
In he di ec obse a ion coho , one o he epo ed limi s is he impossibili y o e iew wha has been obse ed ( i e
pa icipan s); o manage he o ganiza ion o he isi s be ween colleagues wi h di e en schedules ( ou pa icipan s);
he di ec obse a ion is pe cei ed as less objec i e han he ideo obse a ion, since ideo p o ides indispu able
e idence o he eaching p ac ice ( h ee pa icipan s).
On he o he hand, pa icipan s om he di ec obse a ion condi ion poin ed ou as he main a o dances o hei
modali y he ad an age o a di ec con on a ion wi h a colleague (six pa icipan s); he possibili y o di ec obse a ion
(six pa icipan s); he “immedia ely a e ” eedback oppo uni y ( wo pa icipan s); he easy o ganiza ion o he isi
(one pa icipan ), and he ad an age o no seeing onesel in a ideo (one pa icipan ).
Finally, pa icipan s had o say i hey would ha e changed he modali y chosen a he beginning o he p og amme.
Mos eache s (14 ou o 18) in he ideo anno a ion condi ion would choose he same condi ion again; one would mix
he wo modes; one would maybe change and he o he wo did no answe ed. In he di ec obse a ion mode, 13 ou o
18 would choose again his condi ion, while 5 would swi ch o he ideo anno a ion condi ion i gi en he oppo uni y.
Was i wo h he e o ? An explo a o y s udy on he use ulness and accep abili y o ideo-anno a ion wi hin in-
se ice eache s aining?
Bold ini, Ca aneo, E i-Colombo
Resea ch on Educa ion and Media. Vol. 11, N. 1, Yea 2019 - ISSN: 2037-0830 107
The gene al e alua ion o he expe ience is posi i e o all he pa icipan s. Some o hem we e en husias ic [15]; some
o he s p oposed o enla ge he aining ime dedica ed o his p og amme and epo ed c ucial unde s andings and
pe sonal compe ence de elopmen , unde he basic esul abou lea ning o obse e and e lec on p o essional p ac ices
[16]:
15. “The whole p ocess o he semina helped o open up my ho izons and enhanced my analy ical skills, hope ully in
a posi i e way. I also lea ned wha o look o in a eaching se ing, as he semina helped ocus on impo an
ac o s o eaching” (VA).
16. “I ound his semina use ul as I lea ned i s o all o obse e and o e lec ” (DO).
Conclusions
This s udy has been implemen ed as a pilo expe ience in he use o ideo anno a ion in he aining o in-se ice
VET eache s, an a ea whe e esea ch is sca ce. The au ho s ha e d awn se e al use ul elemen s om his expe ience,
as a as he s uc u al de elopmen and inno a ion o he aining p og amme wi hin he diploma acquisi ion cou se o
eache s in he p o essional sec o . Bo h in he di ec ion o in oducing co ec i e measu es in o he design o he en i e
semina and wi h he goal o con i ming he alidi y o some c ucial a o dances ega ding ideo anno a ion as a ool
o analysing p o essional p ac ices.
In gene al, wi h ega d o he p oposed aining, i should be no ed ha bo h condi ions we e app ecia ed by he wo
coho s, each o i s own peculia i ies and based on he a i udes o he pa icipan s. Teache s epo ed posi i e
e alua ions in ega ds o bo h he use ulness and accep ance o he aining model and i s sus ainabili y in ela ion o he
cos –bene i a io. All he pa icipan s ound aking pa in his p og amme wo h he ime and e o s. These
conside a ions allow he au ho s o con inue o expe imen and op imize he aining de eloped so a . In pa icula , he
ideo anno a ion mode showed clea po en ial in ela ion o acili a ing sel -analysis and sel - e lec ion p ocesses –
which in his mode was less di icul , in ela ion o he de elopmen o mo e de ailed, si ua ed and ocused analyses
ancho ed o ac ual e idence, and in ela ion o i s sus ainabili y in e ms o ime and inancial issues (no a els
necessa y, he ime in es ed in he asks is o e all less han he one dedica e o di ec obse a ion, and all dedica ed o
de elop e lec i e eedback). Also, he w i ing p ocess was pe cei ed as mo e aligned and unc ional o he aining
scena io, as well as e y app op ia e o suppo a s uc u ed e lec i e p ocess.
As a as he wo di e en wo king me hods p oposed a e conce ned, i seems easonable o con inue o allowing he
possibili y o ha ing each eache choose he wo king me hod ha bes sui s his/he p e e ences and a i udes, while
being mind ul o his/he own conce ns abou being ilmed and ha ing o use echnological suppo s. Howe e , i was
also obse ed ha a cou se ha p oposes a mix o modes could be app ecia ed, o de elop a se o di e en ia ed and
complemen a y skills in he pa icipan s.
In ela ion o he limi s o he ideo anno a ion mode, some imp o emen s may be in oduced. Based on his pilo
indings, he au ho s aim a acili a ing he eco ding and edi ing p ocedu es o he ideos wi h adequa e echnical
suppo and p e ious echnical aining, as well as o p o ide dedica e aining in he use o ideo anno a ion and ideo
anno a ion ool. In addi ion, he i ideo so wa e will also implemen he possibili y o including emo icons in eedbacks
and commen s o inse in he ideo, wi h he ul ima e goal o espec ing and enhancing he social dimension and
ela ionship o dis ance analysis ha appea ed as an added alue in he di ec obse a ion modali y. Mo eo e , o
con ain he analysis and ideo iewing imes, a maximum ime o ideo eco dings will be se (app oxima e du a ion
be ween 10 and 15 minu es).
As o he di ec obse a ion mode, he di icul ies o d a ing he epo can ind a solu ion in he c ea ion o epo
models ha employ dedica ed sca olding and guidance h ough guided ques ions, ub ics, obse a ion g ids and a p e-
s uc u ing o he w i en epo .
Despi e he ac ha he s udy has limi a ions ela ed o he size o he sample conside ed and some esul s may ha e
been induced by he limi ed possibili y o all o choose he p e e ed op ion (as a maximum o 10 pa icipan s had been
se o each subg oup componen o he coho s), he au ho s conside ha i allowed o make a i s s ep in
unde s anding he applicabili y o he ideo anno a ion in he aining o in-se ice eache s in he oca ional sec o .
Fu he esea ch is anyway needed o be e unde s and he e ec s o each mode wi h espec o he de elopmen o a
e lec i e a i ude, a c ucial compe ence o be suppo ed in eache educa ion. In his di ec ion, he analysis o he
quali y o he w i en composi ion, as well as o he capaci y o bo h no ice (iden i y and disce n speci ic de ails) and
make he knowledge-based easoning behind explici (see an Es, Cashen, Ba nha , & Auge , 2017). Fo hese easons,
he p og amme p esen ed he e and he abo e-men ioned co ec ions a e wo hy o being u he applied, hus widening
he ield o expe imen a ion.
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