Promoting learning of Education students through video-based teaching cases

Principal Supervisor

Professor Cecilia Chun and Dr. Chan To, Department of Curriculum and Instruction


3 years

Approved Budget

HK 700,000

  • Project Objectives
  • Description of process, outcomes or deliverable
  • Evaluation
  • Dissemination, diffusion and impact

Project Objectives

The project has three aims:

  • to develop a collection of contextually-relevant video-based teaching cases to be used in face-to-face classroom interaction and in web-based platforms.
  • to document how these teaching cases are used by student teachers in the classroom and in the e-learning platform.
  • to evaluate how teachers and student teachers view the effects of these teaching cases on promoting reflective practice.

Description of process, outcomes or deliverable

An intranet website with a total of 20 video cases in six categories is now available for use by Faculty staff and students. Each case consists of a narrative of the background (e.g. characteristics of the featured teacher and students), a lesson video, a lesson plan, guiding questions, teacher interview and expert feedback.


The effectiveness of the first draft of the video cases was gauged through three survey studies in the initial phase between Nov-Dec 2010. The questions covered a range of areas, from students’ perceptions of the effectiveness of the video cases to their preferences about the design of video cases. A more in-depth mixed-method comparative study using two video cases was conducted with two groups of students in October 2011 and February 2012 respectively. In general, the participants agreed that the video case had helped them understand the complexity of real classroom teaching and enhanced their ability to notice and interpret teaching behaviours. Most of them appreciated the guiding questions, in particular post-viewing questions, as they helped them reflect and incorporate the teaching technique portrayed into their own teaching.

Dissemination, diffusion and impact

The Faculty teaching staff and students would learn about the website through the project leaflet and website. The project was presented in two poster sessions. Externally, the project team presented a conference paper titled “Do video teaching cases guarantee better reflection? A view from the scaffolding theory” at the Society for Information Technology and Teacher Education (SITE) 2012 conference in Austin, Texas, U.S. on 6th March 2012. The abstract of the paper published in the final proceedings can be viewed at