Video and coaching as vehicles for teachers’ professional development have both received much attention in educational research. The combination of the two, video coaching, where teachers watch and discuss videos of their own practice with a coach, seems especially promising, but there is limited insight into how the design leads to desired teacher and student outcomes through mediating enactment processes. This review systematically synthesized the occurrences and co-occurrences of video coaching design features, enactment processes, teacher outcomes, and student impacts as reported in 59 empirical studies. The literature corpus contained information on design features for all studies, but the video coaching enactment processes were described in only half of the studies. Altogether, the studies showed that video coaching can support some positive teacher outcomes, such as changes in pedagogical behavior, but evidence was not consistently reported for all types of outcomes. Few studies examined impacts on learners. Taken together, this review revealed important gaps in knowledge, which highlights the importance of paying attention to unpacking teacher learning processes.

视频和辅导作为教师专业发展的工具在教育研究中都受到了广泛关注。两者的结合，即视频教练，教师与教练观看和讨论他们自己的实践视频，似乎特别有前途，但对设计如何通过调解制定过程导致理想的教师和学生成果的了解有限。本综述系统地综合了 59 项实证研究报告的视频教练设计特征、实施过程、教师成果和学生影响的发生和共同发生。文献语料库包含所有研究的设计特征信息，但只有一半的研究描述了视频指导制定过程。共，研究表明，视频辅导可以支持一些积极的教师成果，例如教学行为的变化，但并非所有类型的成果都报告了一致的证据。很少有研究考察对学习者的影响。综上所述，本次审查揭示了知识方面的重要差距，突出了关注解开教师学习过程的重要性。