The use of video in knowledge transfer of teacher-led psychosocial interventions: Feeling competent to adopt a different role in the classroom

Oct 15, 2026

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This paper examines how video supports knowledge transfer in teacher-led psychosocial interventions that require educators to adopt a different role in the classroom. Results from a satisfaction survey of 98 teachers, school administrators, and professionals analyze how appreciation of training videos relates to intentions to implement the intervention. The study interprets this link through authenticity, vicarious learning, and self-efficacy, emphasizing modeling mechanisms.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Abstract

Introduction

Literature Review

The use of video in knowledge transfer of teacher-led psychosocial interventions: Feeling competent to adopt a different role in the classroom L’utilisation de la vidéo dans le transfert de connaissances dans les interventions psychosociales menées par les enseignants : sentir que l’on a la compétence d’adopter un rôle différent dans la salle de classe Caroline Beauregard, Transcultural Research and Intervention Team (Erit), Université de Montréal Cécile Rousseau, Transcultural Research and Intervention Team (Erit), McGill University Sally Mustafa, Transcultural Research and Intervention Team (Erit) Abstract Because they propose a form of modeling, videos have been recognised to be useful to transfer knowledge about practices requiring teachers to adopt a different role. This paper describes the results of a satisfaction survey with 98 teachers, school administrators and professionals regarding their appreciation of training videos showing teacher-led psychosocial interventions. The association between teachers’ appreciation of the video and their desire to implement the intervention are explored in terms of authenticity, vicarious learning and self-efficacy, in an attempt to further comprehend how the use of video supports different aspects of modeling (skills-know-how, attitudes-know-how to be) . The authors suggest that training videos featuring teachers leading psychosocial interventions support knowledge transfer because learners can relate to successful peers and can think of themselves as competent to replicate the intervention and comfortable to adopt a different role in the classroom. Résumé Parce qu’elles proposent une forme de modelage, les vidéos ont été reconnues comme utiles pour le transfert de connaissances au sujet des pratiques exigeant que les enseignants jouent un rôle différent. Cet article décrit les résultats d’une enquête sur la satisfaction réalisée auprès de 98 enseignants, administrateurs et professionnels scolaires quant à leur appréciation des vidéos de formation montrant des interventions psychosociales menées par des enseignants. Le lien entre l’appréciation de la vidéo par les enseignants et leur désir de mettre en pratiquel’intervention est exploré en matière d’authenticité, d’apprentissage par procuration et d’autoefficacité, pour tenter de mieux comprendre comment l’usage de la vidéo appuie différents aspects du modelage (aptitudes, savoir-faire, attitudes, savoir-être) . Les auteurs suggèrent que les vidéos de formation montrant des enseignants menant des interventions psychosociales appuientle transfert de connaissances, car les apprenants peuvent s’identifier à des pairs qui réussissent et peuvent s’imaginer comme ayant la compétence pour reproduire l’intervention et être à l’aise d’adopter un rôle différent dans la salle de classe. Introduction Throughout their career, teachers are increasingly involved in professional development activities that target diverse teaching areas and take on different forms. The complexity and situated nature of teaching make it hard to convey knowledge to future teachers (Hatch & Grossman, 2009) because when applied, this knowledge depends on circumstantial information. Alternative interventions in the classroom, which are by nature interdisciplinary, may be particularly challenging to transmit because they involve a change in role and attitude from teachers. The necessity of a shift in role adoption for the successful implementation of teacherled psychosocial interventions is highlighted in the transfer of creative expression programs to schools. These programs are conducted by teachers and use arts as a way to create a space within the classroom where students can express feelings and their past and present experiences. Despite the fact that they were elaborated as a result of a collaboration between the school milieu and the Transcultural Research and Intervention Team (Erit), past experience have shown that teachers usually requir

FAQs

What is the main purpose of using videos in teacher-led psychosocial interventions?

To support knowledge transfer for interventions that require teachers to adopt a different role and attitude in the classroom.

How were responses collected and what sample was used?

The study reports results from a satisfaction survey involving 98 teachers, school administrators, and professionals.

Which factors explain the relationship between video appreciation and intention to implement the intervention?

The paper explores authenticity, vicarious learning, and self-efficacy as mechanisms connecting appreciation to implementation desire.

Oct 15, 2026

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