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Wolff, C. E., Jarodzka, H., & Boshuizen, H. P. (2017). See and Tell: Differences between Expert and Novice Teachers’ Interpretations of Problematic Classroom Management Events. Teaching and Teacher Education, 66, 295-308.
https://doi.org/10.1016/j.tate.2017.04.015

has been cited by the following article:

• TITLE: Teacher Video Learning Research Overview and Insights

  AUTHORS: Mingxue Xu, Yating Jin, Ling Chen

  KEYWORDS: Video, Teacher Learning, Video Applications, Case Studies, Teacher Professional Development

  JOURNAL NAME: Open Journal of Social Sciences, Vol.11 No.11, November 30, 2023

  ABSTRACT: Under the dual development of technology application and theoretical research, studies on teacher video learning have become increasingly mature with corresponding theoretical reserves and application experiences. Based on 59 studies on teacher video learning, this paper summarizes four types of videos in teacher video learning: focused video, integrated video, scripted/analog video, and 360° panoramic video. Then, it summarizes three types of video applications in teacher video learning: video-based focused instructional investigation, virtual instructional practice, and video-based facilitated instructional coaching. On this basis, three inspirations for teachers’ video learning are summarized: vision guidance: “lens” layout and “angle” setting, practice approximation: “virtual” and “simulated” field creation, and facilitation: “focus” maintenance and “atmosphere” construction.