Effects of Video Club Participation on Teachers' Professional Vision-Reference-Cited by-同舟云学术

Effects of Video Club Participation on Teachers' Professional Vision

Published:2008-11-26 Issue:1 Volume:60 Page:20-37
ISSN:0022-4871
Container-title:Journal of Teacher Education
language:en
Short-container-title:Journal of Teacher Education

Author:

Gamoran Sherin Miriam¹,van Es Elizabeth A.²

Affiliation:

1. Northwestern University

2. University of California, Irvine

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.

Publisher

SAGE Publications

Subject

Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/0022487108328155

Reference43 articles.

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2. Ball, D.L., Lubienski, S. & Mewborn, D. (2001). Research on teaching mathematics: The unsolved problem of teachers' mathematical knowledge. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 433-456). New York: Macmillan.

3. Beardsley, L., Cogan-Drew, D. & Olivero, F. (2007). VideoPaper: Bridging Research and Practice for Pre-Service and Experienced Teachers. In R. Goldman, R. Pea, B. Barron, & S. Derry (Eds.), Video Research in the Learning Sciences, pp. 479-493, Mahwah, NJ: Erlbaum.

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