uilding on established research on effective teacher professional development, sustainable professional learning is understood as a continuous, workplace-based process situated within learning communities. Such learning involves deliberate and systematic efforts by teachers and schools to identify learning needs, address areas for improvement, and organize professional learning activities accordingly (Desimone et al., 2015; Dogan & Adams, 2020; Guskey, 2014). 

Research further suggests that the use of classroom video aligns well with these principles of effective professional learning. The research project Sustainable Professional Learning: Improving the Quality of Classroom Practice through Classroom Videos was therefore deliberately designed to integrate these two strands of research by using systematic video-based inquiry as a core component of teachers’ professional learning. The project aimed to examine how such an approach could be enacted in practice and to explore its potential for enhancing teaching quality within the Icelandic educational context. Video analysis has been shown to foster professional dialogue and to direct attention to instructional practices, particularly in relation to student learning (Klette et al., 2017). Moreover, video analysis can deepen teachers’ understanding of classroom interactions, make otherwise less visible aspects of teaching observable, and support the identification of critical moments in instruction (Jenset et al., 2024). Directing teachers’ attention to specific classroom events in this way is widely recognized as a central component of teacher learning and professional development, often described as learning to notice or purposeful noticing (Barnhart & van Es, 2015). 

This presentation synthesizes participants’ accounts of their involvement in the project, with a particular focus on how different components of the project contributed to understanding how teachers’ learning processes manifest through participation. Special attention is given to participants’ initial expectations and their experiences of using video recordings to support the development of their own teaching practice. 

Participants were 16 compulsory school teachers from two different municipalities in Iceland. One lesson from each teacher was recorded in the spring, before intervention, followed by another recording one year later. Teachers were also expected to record shorter video clips of their teaching in the intervening period and analyze them with colleagues or their team. During the project, four workshops were held with all participants, beginning with professional input and gradually shifting towards collaborative video analysis and refinement of instructional focus. The teacher formed three teams with one academic leader of different subject areas, mathematics, science and Icelandic. The teams met between and during the workshops to discuss and analyse. Following the first workshop, which provided an introduction to teaching quality as conceptualized in the PLATO observation framework (Grossman et al., 2013), teachers developed individual development plans. The teachers choose PLATO elements as focal points for professional development, forming the foundation for their work throughout the school year. Interviews were conducted with participants at both the beginning and the end of the project. The initial interviews addressed the development plans, teachers’ perceived strengths and weaknesses, their experiences at the outset of the project, their reactions to viewing the first video recording, and the use of video for professional development. Professional support within the school context was also discussed. The final interviews focused on participants’ experiences of the project and its various components, learning outcomes from participation, perceived impact within their schools, and future plans. Teachers were also expected to submit regular written reflections describing their activities within the project, what they were learning, and their experiences with video recordings. Twelve teachers submitted reflections, in varying numbers, resulting in a total of 42 entries. Each teacher presented the project and their work to colleagues in their respective schools. These presentations constituted valuable data, as they reflected teachers’ own syntheses and reflections on their participation. The present study draws on interview data, written reflections, and teachers’ school-based presentations.

Participants expected the video recordings to have a positive impact on teaching quality, while also anticipating challenges related to organization, time management, and obtaining consent from students for recording. Teachers initially focused on aspects of their teaching that could be improved, paying less attention to elements that were successful. Overall, participants’ experiences were positive, giving them valuable insight into their practice. The data highlight the importance of professional dialogue with peers and professional communities. Participants who did not view the recordings, or did so alone, missed opportunities to assess their professional competence and recognize their strengths. This indicates that teachers are more likely to engage productively with video recordings when working collaboratively, as being part of a learning community enhances professional learning and practice (Dogan and Adams, 2020). The workshops were considered useful, providing teachers with ideas and opportunities for discussion about pedagogy, although some participants noted the challenge of leaving classroom teaching to attend them. The teams consisted of teachers teaching the same subject area and the teams became forums for peer reflection and discussing subject-specific pedagogy beyond the PLATO framework, offering opportunities. It was also evident that strong professional leadership within teams had an impact extending beyond the PLATO focus areas. Writing monthly reflections proved challenging, while others recognized its value. Interviewees noted that although they kept PLATO dimensions in mind during teaching, this differed from systematically articulating their thoughts in writing and allocating space for reflection. Many teachers stated that they intended to support colleagues in using video to enhance teaching quality and to continue analyzing their own practice, while recognizing that meaningful change requires time. We conclude that the professional development initiative can be considered sustainable, as participants developed knowledge and skills that can be transferred to other teachers within their schools to improve teaching quality.

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