Co-located video annotation and joint noticing in teacher education: A sociocultural and interactional approach

This study explored how a collaborative video annotation activity in a co-located setting can mediate student teachers' joint process of noticing. Drawing on a sociocultural and interactional approach, the study examined how a group of student teachers, early in their education, attended to and interpreted video-recorded classroom events together. The findings show how the participants collaboratively established common ground, enabling joint noticing through shared attention, discussion, and the use of professional concepts and perspectives to interpret classroom events. The video annotation tool structured this collective process by requiring explicit articulation of ideas, fostering productive peer dialogue, and creating a shared record of reasoning that supported further inquiry. However, challenges also arose when shared attention and participation were difficult to sustain in this highly complex setting. We highlight the importance of scaffolding, clear guidance, and communicative norms. Overall, the study demonstrates that co-located collaborative video annotation can be a valuable pedagogical approach for stimulating noticing discourse, promoting evidence-based reasoning, and fostering relevant professional practices among student teachers. The findings suggest that implementation of co-located collaborative video annotation requires careful design and orchestration to support focus, collaboration, and meaningful engagement with complex videotaped classroom events. • Co-located collaborative video annotation can support and structure joint noticing. • Co-located annotation enables real-time negotiation of meaning among peers. • Communicative norms should be established to support a productive process.