The DOI matches its Crossref record; 7 of the 7 references it cites were found in a registry or an index.
A Framework for the Facilitation of Teachers’ Analysis of Video
Abstract
Video is being used more widely in professional development to help teachers learn to notice and systematically analyze teaching practice. Video captures the authenticity and complexity of teaching and can promote the examination of classroom interactions in a deliberate and focused way. However, simply viewing video does not ensure teacher learning. An important question concerns how to facilitate substantive analysis of teaching practice with video so that it becomes a productive learning tool for teachers. In this study, we examine the in-the-moment moves facilitators make in two different video-based professional development programs to offer a framework for facilitation with video. We then examine patterns in facilitation across both contexts and identify practices that are unique to the goals of each setting. The findings from this study have implications for the design of video-based professional development and for developing a knowledge base for professional education.
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Cites
Situated Learning: Legitimate Peripheral Participation
Lave, J., & Wenger, E. (1991) · Cambridge University Press eBooks · doi:10.1017/cbo9780511815355 · Cited by 35,324
Basics of Qualitative Research (3rd ed.): Techniques and Procedures for Developing Grounded Theory
Corbin, J., & Strauss, A. (2008) · SAGE · doi:10.4135/9781452230153 · Cited by 12,136
Professional Development and Teacher Learning: Mapping the Terrain
Borko, H. (2004) · Educational Researcher · doi:10.3102/0013189x033008003 · Cited by 4,208
Redefining teaching, re-imagining teacher education
Grossman, P., Hammerness, K., & McDonald, M. (2009) · Teachers and Teaching · doi:10.1080/13540600902875340 · Cited by 1,759 · cited 4×
“Drawing on Grossman and colleagues’ work (Grossman et al., 2009; Hatch & Grossman, 2009), we sought to understand how these particular moves worked together to define a particular practice—one that takes place consistently across discussions, is a practice that promotes both teacher and facilitator learning, and becom…”
BackgroundResultInfluentialHill, H. C., Blunk, M. L., Charalambous, C. Y., Lewis, J. M., Phelps, G. C., Sleep, L., & Ball, D. L. (2008) · Cognition and Instruction · doi:10.1080/07370000802177235 · Cited by 996 · cited 1×
“Moreover, research in mathematics education has identified the central role that both content knowledge for teaching and teacher noticing have for achieving the goals of ambitious mathematics instruction (Ball, Thames, & Phelps, 2008; Hill et al., 2008; Sherin, Jacobs, & Philipp, 2011).”
BackgroundResearching Your Own Practice: The Discipline of Noticing
Mason, J. (2002) · doi:10.4324/9780203471876 · Cited by 885
Horn, I. S., & Little, J. W. (2010) · American Educational Research Journal · doi:10.3102/0002831209345158 · Cited by 762
Cited by
Managing dialogic use of exemplars
Carless, D., & Chan, K. K. H. (2017) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2016.1211246 · Cited by 151
Ulusoy, F. (2020) · Teaching and Teacher Education · doi:10.1016/j.tate.2020.103103 · Cited by 37
Bates, M. S., Phalen, L., & Moran, C. G. (2016) · Teaching and Teacher Education · doi:10.1016/j.tate.2016.04.004 · Cited by 33
Beilstein, S. O., Henricks, G. M., Jay, V., Perry, M., Bates, M. S., Moran, C. G., & Cimpian, J. R. (2021) · Journal of Mathematics Teacher Education · doi:10.1007/s10857-020-09459-z · Cited by 14
Metadata
- Authors
- van Es, E. A., Tunney, J., Goldsmith, L. T., & Seago, N.
- Venue
- Journal of Teacher Education
- Publisher
- SAGE Publications
- Published
- 2014-05-06
- Volume
- 65
- Issue
- 4
- Pages
- 340-356
- ISSN
- 0022-4871 (ISSN-L)
- 1552-7816
- OpenAlex
- W2108352469
- Cited by
- 281
- References
- 7
- FWCI
- 97.37
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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