An online video annotation tool for optimizing secondary teachers' motivating style: Acceptability, usability, and feasibility

This paper introduces an online video annotation tool for improving teachers' motivating style (autonomy support and structure). The tool's acceptability, usability, and feasibility were tested by both pre- and in-service physical education teachers. Overall, both groups of teachers exhibited moderate to high acceptance of the tool and reported that its use stimulated reflection on their motivating style. Although the tool was user-friendly and required minimal guidance, some teachers expressed concerns about the time required to use it. In response, we have proposed several solutions. Finally, both groups of teachers agreed that an online tool could complement traditional self-reflection methods in initial teacher training programs.

Automated summary

This paper introduces an online video annotation tool that improves teachers' motivating style. The tool was tested by both pre- and in-service physical education teachers and showed high acceptance and usability. It stimulated reflection on teachers' motivating style, although some expressed concerns about the time required for its use. Proposed solutions were given, and both groups of teachers agreed that the online tool could complement traditional self-reflection methods in teacher training programs.