Developing Competence for Teachers, Mentors, and School Leaders
How Can Video-Based Learning Designs Facilitate Authentic Learning
Bibliographic Data
| ID | 22047496 |
|---|---|
| Authors | Eli Lejonberg (0000-0003-3788-5888, University of Oslo, corresponding author), Katrine Nesje (0000-0003-2026-5711, University of Oslo), Ann Elisabeth Gunnulfsen (0000-0002-2406-9729, University of Oslo), Torunn Aanesland Strømme (0000-0001-7793-8812, University of Oslo) |
| Year | 2025 |
| Volume | 15 |
| Issue | 3 |
| Pages | 370 |
| Publication date | 2025-03-17 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15030370 |
| OpenAlex | W4408504047 |
| Language | EN |
| Citations received | 1 |
| References cited | 24 |
The use of video-based learning designs in higher education has gained increased attention in higher education in the last decade. The aim of this study is to contribute to the development of knowledge about video-based learning designs as potential drivers of professional competence for different practitioners in schools: teachers, mentors, and school leaders. By adopting a theoretical perspective of authentic learning, we explore how different video-based learning designs can play out in educational settings. Based on a comparative analysis of learning designs and student experiences, we argue that the use of practice videos does not necessarily enhance authentic learning. Findings illuminate how student interaction with practice videos and other mediating tools can contribute to authentic learning. However, the findings also illuminate how university-based educators need to be conscious in striving to design authentic learning. The potential of coaching and mentoring as potential mediators that can enhance learning is highlighted. Implications for designing for video-based professional development are elaborated on
Authentic learning · Mathematics education · Pedagogy · Collaborative Teaching and Inclusion · Computer Science · Online and Blended Learning · Psychology · Social Psychology · Teacher Education and Leadership Studies
Conceptual and design thinking for thematic analysis
Mentoring beginning teachers
Elaborating a model of teacher professional growth
When theory meets practice
Research on mentor education for mentors of newly qualified teachers
Using thematic analysis in psychology
Teacher Mentoring in Service of Preservice Teachers' Learning to Teach
Grounding Teacher Education in Practice Around the World
Situated Learning
| Citations per year | 1 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |