Samenvatting

The growing use of video technologies has revealed the need for pedagogical models to support collaborative learning as part of teacher professionalization processes. We conducted a state-of-the-art review of 120 empirical studies from 2003 to 2019 to identify pedagogical models for the facilitation of teachers’ professional development via video-supported collaborative learning. The study identified four pedagogical models: observation and collaborative analysis of video-recorded professional practices, collaborative video-supported authoring, collaborative learning based on video content, and video-supported synchronous collaboration. The study provides an initial contribution toward the construction of an evidence-based video pedagogy. Such pedagogies can help to answer the continuing need for appropriate education and training for professionals in the areas of teacher education and professional development, higher education, and vocational education and training.