Video technologies supporting collaborative learning and knowledge building in initial teacher education: A PRISMA-guided systematic review

Abstract

This systematic review, following the PRISMA guidelines, examines the role of video technologies in supporting collaborative learning and knowledge building in Initial Teacher Education (ITE). Thirty-six peer-reviewed studies published from 2000 to 2024 were examined using thematic analysis. Three primary video modalities were identified: video recordings, video-based content and live video conferencing. Research demonstrates that video recordings promote reflective practice and peer feedback, video-based content facilitates collaborative analysis and shared understanding, and live video conferencing appears to reveal emerging opportunities for real-time collaboration. The review emphasizes the pedagogical significance of these modalities and addresses gaps, especially the inadequate incorporation of synchronous tools, suggesting directions for future research.