Opportunities and obstacles in video-based professional development: scaffolding teachers’ noticing

This study investigates the experiences of teachers and facilitators in a year-long, video-based professional development project in Iceland that aimed at making a sustainable impact on the quality of classroom instruction and to support teachers in analysing their own instruction. Using interpretative phenomenological analysis, the study explores the opportunities and challenges of participating in the project and examines how the approach supported teachers’ professional learning, particularly in developing their ability to notice and interpret key aspects of classroom instruction. The findings highlight the importance of engaging in collaborative reflection and receiving sustained support from facilitators and school leaders, demonstrating how a clear, shared framework for analysing instruction can support teachers in implementing meaningful changes to their instruction and foster professional growth. Despite facing structural constraints and feelings of vulnerability associated with being recorded, teachers reported growth in their instructional awareness, stronger professional identity and an enhanced ability to notice relevant classroom events. The findings also reveal a tension between structural challenges and a need for frequent collaboration with other participants. The study provides insights for designing video-based professional development and highlights the value of attending to the lived experiences of the teachers and those implementing the project.