Using video clubs to develop teachers’ thinking and practice in oral feedback and dialogic teaching

Tom Perry, Peter Davies, Josie Brady

    Research output: Contribution to journalArticlepeer-review

    158 Downloads (Pure)


    We report the outcomes of an evaluation of a ‘video club’ intervention to improve the feedback and dialogic teaching practice of 91 teachers from 11 primary schools in England. Participating teachers worked collaboratively in a sequence of six video clubs over a six-month period. To understand teacher engagement we examine videos of video club meetings; online platform use metrics; surveys; selected videos of classroom practice; focus groups and interviews. We evaluate change in teachers’ thinking and practice using survey results for participants compared to a comparison group of non-participating teachers at the intervention schools. The survey includes a new instrument for gathering evidence of teachers’ thinking and practice in feedback. The results suggested changes in thinking and practice for teachers who self-reported as engaging highly with the intervention. We conclude by discussing the potential of video technology within professional development and the challenges of researching changes in thinking and practice.
    Original languageEnglish
    Pages (from-to)615-637
    JournalCambridge Journal of Education
    Issue number5
    Early online date25 May 2020
    Publication statusE-pub ahead of print - 25 May 2020


    • Video clubs
    • classroom dialogue
    • feedback
    • formative assessment
    • professional development
    • reflection

    ASJC Scopus subject areas

    • Education


    Dive into the research topics of 'Using video clubs to develop teachers’ thinking and practice in oral feedback and dialogic teaching'. Together they form a unique fingerprint.

    Cite this