Was it worth the effort? An exploratory study on the usefulness and acceptance of video annotation for in-service teachers training in VET sector

In the field of teachers training of different levels (primary and secondary) and types (in-service and pre-service),
exploiting video support for teaching practices analysis is a well-established training method to foster reflection on
professional practices, self- and hetero-observation, and finally to improve teaching. While video has long been used to
capture microteaching episodes, illustrate classroom cases and practices, and to review teaching practices, recent
developments in video annotation tools may help to extend and augment the potentialities of video viewing. Various,
although limited, numbers of studies have explored this field of research, especially with respect to in-service teachers
training. However, this is less the case for Vocational Education and Training. The study presented here is a pilot
experience in the field of in-service teachers training in the vocational sector. A two-year training programme using
video annotation has been evaluated and analysed. The dimensions investigated are teachers’ perceptions on the
usefulness, acceptance and sustainability of video annotation in teaching practices analysis. Results show a very good
acceptance and usefulness of video annotation for reflecting on practice and to deliver feedbacks. Implications for the
integration of a structural programme of analysis of practices based on video annotation are presented.