Effects of Videocases on Teacher Learning and Classroom Practice: A Meta-Analysis

Primary Author: Samuel Aina

Faculty Sponsor: Olusola Adesope


Primary College/Unit: College of Education

Category: Arts and Education Sciences

Campus: Pullman



Teachers need opportunity to learn and grow professionally to be effective and help students learn. Studies have shown that videocase analysis, the process of having teachers record, watch and analyze their own teaching, is a powerful approach to developing teacher quality This approach fosters teachers’ critical thinking, self-reflection, professional vision and practice, with the goal of improving learning opportunities for students. Many studies have reported positive research findings that support videocase analysis as an effective teacher development tool. However little is known about how contextual factors affect the effectiveness of videocases. Do teachers learn better when they watch their own video or a professionally shot video of other teachers? Should they watch their video alone or with other colleagues? How do these and other contextual factors help teachers learn better from videocases? This meta-analysis examined the aggregate effects of videocases on teachers’ learning and practice. Results from 27 studies included in the meta-analysis showed that videocases are more beneficial for teacher learning and practice than other comparison conditions (g = 0.65, p <.001). Findings show how the mean effect sizes were moderated by contextual variables such as video source, video recording type, participant characteristics, study setting and methodological features of the studies. The study concludes with the implications of the meta-analysis for scientific inquiry, classroom practice and education policy.