The role of classroom video in music teacher research: A review of the literature

Alfredo BAUTISTA ARELLANO, Clarence TAN, Joanne WONG, Colleen CONWAY

Research output: Contribution to journalArticle

Abstract

While there are extensive literature reviews on how classroom video may support teacher learning, none is specific to music educators. We reviewed the literature published over the last 30 years in peer-reviewed journals, focusing on empirical studies where classroom videos had been used with pre- and/or in-service school music teachers. Twenty four articles were shortlisted and analysed according to six dimensions. Findings indicated that most research in this field has been qualitative (mainly exploratory), focused on general and/or instrumental primary and secondary music teachers, and conducted within formal teacher education programmes. Moreover, classroom videos have been mainly utilised to foster teachers' reflection upon their own teaching, with the final goal of improving instructional practices. We conclude that the use of classroom video in music teacher education is still in its infancy as compared to mathematics, science, and literacy teacher education. Lines for further research are proposed. Copyright © 2019 Informa UK Limited, trading as Taylor & Francis Group.
Original languageEnglish
Pages (from-to)331-343
JournalMusic Education Research
Volume21
Issue number4
Early online dateJun 2019
DOIs
Publication statusPublished - 2019

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music teacher
video
classroom
teacher
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music
literacy
mathematics
educator
literature
Teacher Research
Music Teacher
Teaching
science
school
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Teacher Education

Citation

Bautista, A., Tan, C., Wong, J., & Conway, C. (2019). The role of classroom video in music teacher research: A review of the literature. Music Education Research, 21(4), 331-343. doi: 10.1080/14613808.2019.1632278

Keywords

  • Music education
  • Teacher learning
  • Classroom video
  • Video-mediated learning
  • Literature review