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Effects of Video Club Participation on Teachers' Professional Vision
Abstract
This study investigates mathematics teacher learning in a video-based professional development environment called video clubs. In particular, the authors explore whether teachers develop professional vision, the ability to notice and interpret significant features of classroom interactions, as they participate in a video club. Analysis for the study is based on data from two year-long video clubs in which teachers met monthly to watch and discuss video excerpts from each others' classrooms. Participating in a video club was found to influence the teachers' professional vision as exhibited in the video club meetings, in interviews outside of the video club meetings, and in the teachers' instructional practices. These results suggest that professional vision is a productive lens for investigating teacher learning via video. In addition, this article illustrates that video clubs have the potential to support teacher learning in ways that extend beyond the boundaries of the video club meetings themselves.
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Cited by
Professional Noticing of Children's Mathematical Thinking
Jacobs, V. R., Lamb, L. L. C., & Philipp, R. A. (2010) · Journal for Research in Mathematics Education · doi:10.5951/jresematheduc.41.2.0169 · Cited by 1,433
Weber, K. E., Gold, B., Prilop, C. N., & Kleinknecht, M. (2018) · Teaching and Teacher Education · doi:10.1016/j.tate.2018.08.008 · Cited by 165
Learning to notice important student mathematical thinking in complex classroom interactions
Stockero, S. L., Rupnow, R. L., & Pascoe, A. E. (2017) · Teaching and Teacher Education · doi:10.1016/j.tate.2017.01.006 · Cited by 149
Longitudinal relations between teaching-related motivations and student-reported teaching quality
Praetorius, A.-K., Lauermann, F., Klassen, R. M., Dickhäuser, O., Janke, S., & Dresel, M. (2017) · Teaching and Teacher Education · doi:10.1016/j.tate.2017.03.023 · Cited by 118
Achieving Elusive Teacher Change through Challenging Myths about Learning: A Blended Approach
Anderson, R., Boaler, J., & Dieckmann, J. (2018) · Education Sciences · doi:10.3390/educsci8030098 · Cited by 108
Metadata
- Authors
- Gamoran Sherin, M., & van Es, E. A.
- Venue
- Journal of Teacher Education
- Publisher
- SAGE Publications
- Published
- 2008-11-26
- Volume
- 60
- Issue
- 1
- Pages
- 20-37
- ISSN
- 0022-4871 (ISSN-L)
- 1552-7816
- OpenAlex
- W1899755636
- Cited by
- 1,179
- References
- 0
- FWCI
- 51.51
- Type
- journal article
- Language
- en
- Open access
- closed
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
