Competency development of pre-service teachers during video-based learning: A systematic literature review and meta-analysis

Video-based learning (VBL) has received increasing attention from researchers and educators in facilitating professional development (PD) for pre-service teachers (PSTs) in technology-enhanced ways. While a variety of VBL activities have been incorporated to address PSTs' reflective learning, a paucity of research concerns the effects of VBL activities on developing PSTs' professional competencies. Using a systematic literature review and meta-analysis, this research first identifies knowledge and competencies learning outcomes, followed by examining the overall effects of VBL activities on PSTs' development of content knowledge (CK), pedagogical knowledge (PK), psychological characteristics, and generic competencies. A total of 30 empirical studies that have reported available statistics to compute effect size were identified, involving 2161 PSTs, which allowed for comparisons of 74 effect sizes. There was a medium effect size in favor of VBL on PSTs' CK, with Hedges's g = 0.53 (p < .01) in random effects model; a small to medium effect size on PK, with Hedges's g = 0.38 (p < .001) in fixed effect model; and a medium effect size on psychological characteristics, with Hedges's g = 0.50 (p < .001) in random effects model. Our analysis of categorical moderators revealed the moderating effects of collaboration mode, video content, and video length simultaneously occur. These findings suggested a competency model through the analysis of the synthesized literature on VBL learning outcomes. The model provides insights into how VBL activities should be designed and assessed for PSTs' PD.