List of reviewers

The article proposes a research-training framework about the use of videotaping in teacher education. It deepens two issues: a) the construct of professional vision and sub-processes that teacher activates during the observation of videos; b) the training approaches designed to develop the teachers’ competence to view a set of teaching actions. The professional vision is the process of noticing noteworthy events and making sense of them. In this context, it is interesting to investigate the relationship between general pedagogical knowledge and professional reasoning. Four training strategies activate del professional vision process during the use of digital videos in teacher education. The first strategy addresses to stimulate the interpretation of teaching events without a preliminary and formal knowledge of pedagogy underlying the observed teaching actions (example-rule strategy). The researchers recommend its use for in-service teacher training. A second way addresses both the knowledge of educational principles and the development of decision-making abilities (rule-example strategy). The authors suggest its use in pre-service teacher education. A third strategy is called “video club”. It consists of a group of teachers who meet to watch and discuss excerpts of videotapes of their instruction. The last approach consists in one 20-hour course organized in three phases: 1) three workshops, 2) the videotaping of teaching actions performed in the classrooms, 3) the shared analysis of videos. This training strategy was developed in the context of research-project focused on understanding and practicing the assessment for learning approach. The aims of the project were: a) to design one in-service teacher education course based on digital videos; b) to study the interpretative frames that teachers activate when watching videos; c) to promote the assessment for learning approach. Introduction A high-quality of teacher education is critical to be effective in today’s classrooms (INDIRE 2016). This topic is the heart of the European strategy to improve the quality of teaching (European Commission/EACEA/Eurydice 2015). In international surveys (OECD 2014) and public opinions (Economist 2016; Repley 2010; Leslie 2015) it is affirmed that several factors might influence students’ learning. On all it merges the quality of teaching. But, how do we learn about the teaching competence? The most recent orientations highlight the transition from an innate approach (“good teachers are born”) to a constructivist approach (“good teachers are made”). The latter is based on the following elements: a) the cycle “experience/reflection/improvement”; b) the mastery of pedagogical and content knowledge; c) the realization of collaborative action-research among peers; d) teachers’ educational leadership. In the in-service teacher education, it observes a change of paradigm: from a professional development view (Joyce and Showers 1980) to a professional learning perspective (Lieberman 1995). The former is based on the following principle: teachers’ professional development mostly depends on the elements that feature the in-service teacher training (Showers, Joyce and Bennet 1987). If the training provides good theories, the observation of an expert while he/she applies the theoretical approaches, the practice of participants, and a feedback about the way they practiced, we can expect that teachers would apply the new professional knowledges, regardless of the classrooms’ or schools’ features in which they work.