Rewatching to Understand: Video Analysis and the Transformation of the Observational Stance of Practicum Tutors
Keywords:
Supervising tutors, Video analysis, Teacher education, Reflective practice, Professional visionAbstract
This paper explores video analysis as a socio-reflective tool for the professional development of supervising tutors in Primary Teacher Education programs. Building on the increasing relevance of visual tools in teacher education, the study investigates how video-mediated observation and peer discussion influence the development of professional vision and shared interpretative criteria. The qualitative exploratory research involved four tutors from the University of Udine in a structured process including individual observation, collaborative discussion, and final reflection. Findings highlight an initial variability in observational judgments, progressively recalibrated through intersubjective negotiation processes that enhance explicit analytical criteria and reflective awareness. Video emerges not merely as a descriptive support but as an epistemic mediator and a tool for continuous professional development. The study suggests that video analysis is a valuable practice not only for supervising student teachers but also for fostering tutors’ ongoing professional learning.
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Copyright (c) 2026 Marco D'Agostini, Giuseppe Lucilli, Marco Bardelli, Francesca Zanon
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