Videocases in teacher education: the potential roles of situational and personal interests in teacher engagement and professional development
Samuel Aina 1 * , Mary Aina 2
More Detail
1 Washington State University, Department of Educational Psychology and Kinesiology, United States
2 Washington State University, Department of Teaching and Learning, United States
* Corresponding Author


The advent of video technologies has increased access to video records of classroom teaching and learning called videocases. The use of videocases in teacher professional development often involves engaging teachers in video observation and analysis of classroom events to improve their instructional practices. Many studies have reported positive research findings that support video analysis as an effective teacher development tool. Specifically, video has been reported to aid reflection on teaching and learning. Although videocases have been largely beneficial for teacher learning and development, it is not without some challenges, one of which is teachers’ reluctance to have their classroom teaching recorded and practice exposed to critical evaluation of a third eye. This paper proposes the potential of an interest-based theory for securing teachers’ buy-in and support toward a successful implementation of videocase-based professional learning that can improve classroom practices and student learning. We make recommendations for extending the benefits of videocase analysis to many more teachers.



  • Aina, S.A.O & Adesope, O.O. (2020, April 17-21) Videocase-based learning and analysis in Teacher Education: A Meta-analysis [Paper presentation]. Accepted to be presented at the American Educational Research Association (AERA) Annual Meeting, San Francisco, USA. (Cancelled).
  • Ainley, M. D. (2006). Connecting with learning: Motivation, affect and cognition in interest processes. Educational Psychology Review, 18, 391–405.
  • Baecher, L., Kung, S.C., Laleman Ward, S. & Kern, K. (2018). Facilitating Video Analysis for Teacher Development: A Systematic Review of the Research. Journal of Technology and Teacher Education, 26(2), 185-216.
  • Beck, R. J., King, A., & Marshall, S. K. (2002). Effects of videocase construction on preservice teachers’ observations of teaching. The Journal of Experimental Education, 70, 345–361.
  • Beisiegel, M., Mitchell, R., & Hill, H. C. (2018). The design of video-based professional development: An exploratory experiment intended to identify effective features. Journal of Teacher Education, 69(1), 69–89.
  • Borko, H., Jacobs, J., Eiteljorg, E., & Pittman, M. E. (2008). Video as a tool for fostering productive discussions in mathematics professional development. Teaching and Teacher Education, 24(2), 417–436.
  • Derry, S. J., Sherin, M. G., & Sherin, B. L. (2014). Multimedia learning with video. In The Cambridge Handbook of Multimedia Learning, Second Edition (pp. 785-812). Cambridge University Press.
  • Durik, A. M., & Harackiewicz, J. M. (2007). Different strokes for different folks: How individual interest moderates the effects of situational factors on task interest. Journal of Educational Psychology, 99(3), 597-610.
  • Ellett, L., & Smith, E. (1975). Improving performance of classroom teachers through videotaping and self-evaluation. AV Communication Review, 23, 277-288.
  • Fadde, P., & Sullivan, P. (2013). Using interactive video to develop preservice teachers’ classroom awareness. Contemporary Issues in Technology and Teacher Education, 13(2), 156–174.
  • Fukkink, R. G., Trienekens, N., & Kramer, L. C. (2011). Video feedback in education and training: Putting learning in the picture. Educational Psychology Review, 23, 45– 63.
  • Hidi, S., & Harackiewicz, J. (2000). Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational Research, 70, 151–179.
  • Hidi, S., & Baird, W. (1988). Strategies for increasing text-based interest and students’ recall of expository texts. Reading Research Quarterly, 23, 465–483.
  • Hidi, S., & Baird, W. (1986). Interestingness—a neglected variable in discourse processing. Cognitive Science, 10, 179–194.
  • Kane, T. J., Gehlbach, H., Greenberg, M., Quinn, D., & Thal, D. (2015). The best foot forward project: Substituting teacher-collected video for in-person classroom observations.
  • Kersting, N. B., Givvin, K. B., Thompson, B. J., Santagata, R., & Stigler, J. W. (2012). Measuring usable knowledge: teachers’ analyses of mathematics classroom videos predict teaching quality and student learning. American Educational Research Journal, 49(3), 568-589.
  • Kleinknecht, M., & Schneider, J. (2013). What do teachers think and how do they feel when they analyze videos of themselves teaching and of other teachers teaching? Teaching and Teacher Education, 33, 13–23.
  • Krapp, A. (2002). An educational-psychological theory of interest and its relation to SDT. In E. L. Deci & R. M. Ryan (Eds.), The handbook of self-determination research (pp. 405–427). Rochester University Press.
  • Krapp, A., Hidi, S., & Renninger, K. A. (1992). Interest, learning, and development. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 3–25). Erlbaum.
  • MacDonald, E. (2011). When nice won’t suffice: Honest discourse is key to shifting school culture. Journal of Staff Development, 32(3), 45-47, 51.
  • Mitchell, M. (1993). Situational interest: Its multifaceted structure in the secondary school mathematics classroom. Journal of Educational Psychology, 85, 424–436.
  • Morin, K. L., Ganz, J. B., Vannest, K. J., Haas, A. N., Nagro, S. A., Peltier, C. J., Fuller, S.C., & Ura, S. K. (2019). A systematic review of single-case research on video analysis as professional development for special educators. The Journal of Special Education, 53(1), 3–14.
  • Nagro, S. A., & Cornelius, K. E. (2013). Evaluating the evidence base of video analysis: A special education teacher development tool. Teacher Education and Special Education, 35, 312-329.
  • Nagro, S. A., deBettencourt, L. U., Rosenberg, M. S., Carran, D. T., & Weiss, M. P. (2017). The effects of guided video analysis on teacher candidates’ reflective ability and instructional skills. Teacher Education and Special Education, 40(1), 7– 25.
  • Olivero, J. L. (1965). The use of video recordings in teacher education. Stanford University. (ERIC Document Reproduction Service No. ED 011 074)
  • Quinn, D. M., Kane, T. J., Greenberg, M., & Thal, D. (2018). Effects of a video-based teacher observation program on the de-privatization of instruction: Evidence from a randomized experiment. Educational Administration Quarterly, 54(4), 529–558.
  • Renninger, K. A. (1990). Children’s play interests, representation, and activity. In R. Fivush & J. Hudson (Eds.), Knowing and remembering in young children (pp. 127–165). Cambridge University Press.
  • Renninger, K. A. (2000). Individual interest and its implications for understanding intrinsic motivation. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 373–404). Academic Press.
  • Renninger, K. A. (2009). Interest and identity development in instruction: An inductive model. Educational Psychologist, 44(2), 105-118.
  • Roth, K. J., Garnier, H. E., Chen, C., Lemmens, M., Schwille, K., & Wickler, N. I. Z. (2011). Video-based lesson analysis: Effective science PD for teacher and student learning. Journal for Research in Science Teaching, 48, 117–148.
  • Roth, K. J., Wilson, C. D., Taylor, J. A., Stuhlsatz, M. A. M., & Hvidsten, C. (2018). Comparing the effects of analysis-of-practice and content-based professional development on teacher and student outcomes in science. American Educational Research Journal, 56(4), 1217-1253.
  • Santagata, R., König, J., Scheiner, T., Nguyen, H., Adleff, A. K., Yang, X., & Kaiser, G. (2021). Mathematics teacher learning to notice: A systematic review of studies of video‑based programs. ZDM Mathematics Education, 53, 119–134.
  • Santagata, R., & Taylor, K. (2018). Novice teachers’ use of student thinking and learning as evidence of teaching effectiveness: A longitudinal study of video-enhanced teacher preparation. Contemporary Issues in Technology and Teacher Education, 18(1), 11-28.
  • Schiefele, U. (2009). Situational and individual interest. In K. Wentzel & A. Wigfield (Eds.), Handbook of Motivation at School (pp. 197–222). Routledge.
  • Schraw, G., & Lehman, S. (2001). Situational interest: A review of the literature and directions for future research. Educational Psychology Review, 13, 23–52.
  • Schunk, D. H., Meece, J. R., & Pintrich, P. R. (2014). Interest and Affect. Motivation in education: Theory, research, and applications. Pearson Higher Ed.
  • Seidel, T., Blomberg, G., & Renkl, A. (2013). Instructional strategies for using video in teacher education. Teaching and Teacher Education, 34, 56-65.
  • Seidel, T., Stürmer, K., Blomberg, G., Kobarg, M., & Schwindt, K. (2011). Teacher learning from analysis of videotaped classroom situations: does it make a difference whether teachers observe their own teaching or that of others? Teaching and Teacher Education, 27(2), 259-267.
  • Sherin, M. G., & van Es, E. (2009). Effects of video club participation on teachers’ professional vision. Journal of Teacher Education, 60, 20–37.
  • Sherin, M. G. (2007). The development of teachers’ professional vision in video clubs. In Video research in the learning sciences (pp. 383-395). Erlbaum.
  • Sherin, M. G., & van Es, E. A. (2005). Using video to support teachers’ ability to notice classroom interactions. Journal of Technology and Teacher Education, 13(3), 475e491.
  • So, W. W-m., Pow, J. W-c., & Hung, V. H-k. (2009). The interactive use of a video database in teacher education: Creating a knowledge base for teaching through a learning community. Computers & Education, 53, 775-786.
  • Tripp, T., & Rich, P. (2012). Using video to analyze one’s own teaching. British Journal of Educational Technology, 43(4), 678-704.
  • Urdan, T., & Turner, J. C. (2005). Competence motivation in the classroom. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 297–317). New York: Guilford Press.
  • van Es, E. A., & Sherin, M. G. (2008). Mathematics teachers' "learning to notice" in the context of a video club. Teaching and Teacher Education, 24(2), 244-276.
  • Wright, M., Ellis, D., & Baxter, A. (2012). The effect of immediate or delayed video-based teacher self-evaluation on headstart teachers’ use of praise. Journal of Research in Childhood Education, 26, 187-198.
  • Zhang, M., Lundeberg, M., Koehler, M. J., & Eberhardt, J. (2011). Understanding affordances and challenges of three types of video for teacher professional development. Teaching and Teacher Education, 27(2), 454-462.


This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.