This case study explores the limits and potential of using videos for reflective practice with higher education teachers. It provides insights and suggestions for academic developers and educators as well as the teachers who wish to organize and engage in video-based reflective practice.
To do so, we review the academic literature and the data collected throughout the IntRef project with academics (N= 37) from different disciplines, seniority levels, and universities, who engaged in one of the video-based reflective methods: the Teaching Process Recall and Peer Observation. Drawing on video-recordings of personal teaching practice, academics identified, reflected, and received, and provided feedback on classroom events to inquire into and enhance teaching and learning.
This case study explores the type of classroom events identified by the teachers, the kind of reflection stimulated by the methods, and the barriers teachers may face and which limit their noticing of classroom events.
It concludes by providing insights and suggestions on how guide and scaffold teachers’ viewing and analysis of personal videos to foster the ability to notice significant classroom events and critical reflection.