ABSTRACT
This chapter reviews the relevant literature on video-embedded teacher education. It discusses the theories of classroom discourse pedagogy and analysis, which is followed by a methodological proposal for employing visual learning analytics to support the analysis and representation of large amounts of video-recorded classroom discourse data. The development of digital technology, meanwhile, is affecting every discipline, including teacher education and professional development (PD). The classroom discourse analysis (CDA) tool provides three types of affordances for supporting classroom discourse analysis as the content of teacher PD learning: data access, data navigation, and evidence extraction. Classroom discourse interaction is a high cognition activity involving multiple parties. CDA has the advantage of engaging teachers in the exploratory data analysis process in PD, which may satisfy their individualized learning needs, as different teachers in the PD may have different learning needs concerning some aspects of classroom discourse.
