Video based professional development on pedagogical documentation: a yearlong study with early childhood teachers

ŞAHİN F., Yilmaz A., Buldu M., ARAS S., BULDU M., AKGÜL E.

EDUCATIONAL STUDIES, 2022 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Publication Date: 2022
  • Doi Number: 10.1080/03055698.2021.2024428
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, International Bibliography of Social Sciences, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, PAIS International, Psycinfo, Social services abstracts, Sociological abstracts, Worldwide Political Science Abstracts
  • Keywords: Video viewing, professional development, pedagogical documentation, early childhood, self-reflection, EDUCATION, CHILDREN
  • Gazi University Affiliated: Yes


This study examined how a video-based professional development (VBPD) initiative influenced early childhood teachers' practices. A purposive sample of 22 early childhood education teachers voluntarily participated in this study. The confidentiality of all participants was assured and their informed consent was obtained prior to the study. The design of the study was qualitative in nature and video based interventions were carried out during the research process. The study data was drawn from a larger study and collected through informal and semi-structured individual interviews. A constant comparative method of data analysis was utilised in the study. The themes identified in the data were guiding teachers' practices; self-awareness and desire to improve. The teachers expressed that VBPD was supportive for instructional awareness, instructional assessment practices, and the quantity and quality of classroom interaction. Furthermore, from the teachers' perspectives, the VBPD was found to improve their self-awareness and aid them in staying up-to-date professionally.