Representations of Practice in a Video-Based In-Service Teacher Professional Development Project and in Its Evaluation

A key motivation behind using classroom videos in professional development activities is the way how videos can represent classroom situations. However, video offers a variety of possibilities of representing classrooms and the framing of classroom videos in contexts of both professional development and its evaluation plays a decisive role. To find out more about the role of video representations of practice, there is a need to analyze learning opportunities in professional development and possibilities of investigating the development of the participating teachers. This need of analysis is consequently addressed on the basis of experiences and empirical findings from a video-based in-service teacher professional development project. The analysis suggests that the way teachers perceive classroom situations can play a key role for their learning, not only in the process of professional development activities, but also in their evaluation.