Video-based teacher professional development for dialogic teaching: A systematic review

Calls to foster productive classroom dialogue have prompted the widespread development of video-based teacher professional development (VB-TPD) programs designed to enhance teachers’ dialogic teaching skills. Despite their proliferation, few studies have systematically examined the effects of these programs on teachers and students and synthesized critical features of their design and implementation. This systematic review scrutinized 35 empirical studies on VB-TPD programs for dialogic teaching, providing an integrated synthesis of their impacts on teacher and student learning outcomes and depicting the landscape of key phases, critical activities, and available approaches that support teacher professional growth. The review found that VB-TPD programs positively influenced teachers’ teaching practices, beliefs and self-efficacy, and reflective foci, as well as students’ cognitive and non-cognitive outcomes. Moreover, four main phases were identified across VB-TPD programs: planning , implementation , reflection , and post-reflection . These phases encompassed seven critical activities for teachers: 1) developing theoretical and practical knowledge, 2) conducting practice-based activities, 3) designing or revising lesson plans, 4) implementing and recording lessons on video, 5) establishing rules for video discussions, 6) discussing and reflecting on the video, and 7) post-reflection and planning. Each activity was underpinned by various approaches that facilitated effective teacher learning. The findings of this study can inform the design of future VB-TPD programs aimed at fostering teachers’ dialogic teaching.