Research and theoretical background

Collaborative learning and knowledge building

• Beers, P. J., Boshuizen, H. P. A., Kirschner, P. A., & Gijselaers, W. H. (2005). Computer support for knowledge construction in collaborative learning environments. Computers in Human Behavior, 21(4), 623-643.
• De Jong, F. (2020). Knowledge In-(ter)-action: Responsive learning as knowledge building. Aeres Hogeschool Wageningen. https://doi.org/10.46884/2020.2 English - Dutch
• De Jong, F. (2015). Understanding the difference (het verschil doorgronden). Responsive education: A search for ‘a difference which makes a difference’ for transition, learning and education. Wageningen: Aeres University of Applied Sciences Wageningen. https://doi.org/10.13140/RG.2.1.3470.0562
• Kirschner, P. A., Beers, P. J., Boshuizen, H. P. A., & Gijselaers, W. H. (2008). Coercing shared knowledge in collaborative learning environments. Computers in Human Behavior, 24(2), 403-420. doi:https://doi.org/10.1016/j.chb.2007.01.028
• Scardamalia, M., & Bereiter, C. (2014). Knowledge building and knowledge creation: Theory, pedagogy, and technology. In K. R. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (2nd ed., pp. 397-417). New York: Cambridge University Press.
• Scardamalia, M. (2002). Collective Cognitive Responsibility for the Advancement of Knowledge. In: B. Smith (ed.), Liberal Education in a Knowledge Society. Chicago: Open Court, pp. 67–98.

Agency

• Leijen, A., Pedaste, M., & Lepp, L. (2019). Teacher agency following the ecological model: how it is achieved and how it could be strengthened by different types of reflection, British Journal of Educational Studies, 10.1080/00071005.2019.1672855.
• Priestley, M., Biesta, G., Robinson, S. (2015). Teacher Agency: An Ecological Approach. Kindle Edition. /not freely available online/
• Biesta, G., Priestley, M. and Robinson, S. (2015). The Role of beliefs in teacher agency, Teachers and Teaching, 21 (6), 624–640.

Video pedagogy

• Berk, R. A. (2009). Multimedia teaching with video clips: TV, movies, YouTube, and mtvU in the college classroom. International Journal of Technology in Teaching and Learning, 5(1), pp. 1‒21.
• Blomberg, G., Renkl, A., Sherin, M. G., Borko, H. & Seidel, T. (2013). Five research-based heuristics for using video in pre-service teacher education. Journal for Educational Research Online, 5(1), pp. 90‒114.
• Brame, C.J. (2015). Effective educational videos. Retrieved 27 October 2018 from: https://wp0.vanderbilt.edu/cft/guides-sub-pages/effective-educational-videos/
• Brar, J. & van der Meij, H. (2017). Complex software training: Harnessing and optimizing video instruction. Computers in Human Behavior, 70, pp. 475‒485.
• Brouwer, N., Besselink, E. & Oosterheert, I. (2017). The power of video feedback with structured viewing guides. Teaching and Teacher Education, 66, pp. 60‒73.
• Cattaneo, A. & Boldrini, E. (2017). Learning from errors in dual vocational education: Video-enhanced instructional strategies. Journal of Workplace Learning, 29(5), pp. 357‒373.
• Cattaneo, A., Evi-Colombo, A., Ruberto, M., & Stanley, J. (2019). Video Pedagogy for Vocational Education. An overview of video-based teaching and learning. In. Turin: European Training Foundation.
• Cattaneo, A. A. P., van der Meij, H., Aprea, C., Sauli, F., & Zahn, C. (2019). A model for designing hypervideo-based instructional scenarios. Interactive Learning Environments, 27(4), 508-529.
• Gaudin, C. & Chaliès, S. (2015). Video viewing in teacher education and professional development: A literature review. Educational Research Review, 16, pp. 41‒67.
• Koumi, J. (2013). Pedagogic Design Guidelines for Multimedia Materials: A Call for Collaboration between Practitioners and Researchers. Journal of Visual Literacy, 32(2), pp. 85‒114.
• Schwartz, D. & Hartman, K. (2007). It’s not Television Anymore: Designing Digital Video for Learning and Assessment. In R. Goldman, R. Pea, B. Barron & S. Derry (Eds), Video research in the learning sciences, Mahwah, NJ: Lawrence Erlbaum Associates, pp. 93‒100.
• Sherin, M. G. & van Es, E. A. (2008). Effects of Video Club Participation on Teachers’ Professional Vision. Journal of Teacher Education, 60(1), pp. 20‒37.
• Tripp, T. R. & Rich, P. J. (2012). The influence of video analysis on the process of teacher change. Teaching & Teacher Education, 28(5), pp. 728‒739.
• van Es, E. A., Tunney, J., Goldsmith, L. T. & Seago, N. (2014). A Framework for the Facilitation of Teachers’ Analysis of Video. Journal of Teacher Education, 65(4), pp. 340‒356.
• Zahn, C., Pea, R., Hesse, F. W. & Rosen, J. (2010). Comparing simple and advanced video tools as supports for complex collaborative design processes. The Journal of the Learning Sciences, 19(3), pp. 403‒440.

Continuous Professional Development

• Cordingley, P. and Higgins, S. and Greany, T. and Buckler, N. and Coles-Jordan, D. and Crisp, B. and Saunders, L. and Coe, R. (2015) 'Developing great teaching : lessons from the international reviews into effective professional development.', Project Report. Teacher Development Trust, London.
• Darling-Hammond, L., Hyler, M. E., Gardner, M. (2017) “Effective Teacher Professional Development”. Palo Alto, CA: Learning Policy Institute.
• H. Timperley, A. Wilson, H. Barrar & I. Fung (2007) “Teacher Professional Learning and Development: Best Evidence Synthesis”, Iteration Wellington, New Zealand: Ministry of Education http://educationcounts.edcentre.govt.nz/goto/BES
• William, D. (2016) “ Leadership for Teacher Learning: Creating a Culture Where All Teachers Improve So That All Students Succeed”. Learning Sciences International
• Coldwell, M. and Greany, T. and Higgins, S. and Brown, C. and Maxwell, B. and Stiell, B. and Stoll, L. and Willis, B. and Burns, H. (2017) 'Evidence-informed teaching : an evaluation of progress in England. Project Report. Department for Education, London.
• Australian Institute for Teaching and School Leadership 2012, Australian Charter for the Professional Learning of Teachers and School Leaders, AITSL, Melbourne
• Harford, J. & MacRuairc, G. (2008) “Engaging Student Teachers in Meaningful Reflective Practice”, Teaching and Teacher Education
• Helen Chilton & Wendy McCracken (2017) “New technology, changing pedagogies? Exploring the concept of remote teaching placement supervision”, Higher Education Pedagogies