Effects of Video Club Participation on Teachers' Professional Vision
ARTICLE
Miriam Gamoran Sherin, Elizabeth A. van Es
Journal of Teacher Education Volume 60, Number 1, ISSN 0022-4871
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. (Contains 11 tables and 8 notes.)
Citation
Sherin, M.G. & van Es, E.A. (2009). Effects of Video Club Participation on Teachers' Professional Vision. Journal of Teacher Education, 60(1), 20-37. Retrieved August 6, 2024 from https://www.learntechlib.org/p/72703/.
ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.
Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.
Keywords
- Clubs
- educational technology
- electronic learning
- Group Discussion
- instructional design
- Interviews
- Mathematics Instruction
- Mathematics Teachers
- Meetings
- Middle School Teachers
- Pedagogical Content Knowledge
- professional development
- Program Descriptions
- Protocol Materials
- teacher attitudes
- teaching methods
- Video
- Video Technology
Cited By
View References & Citations Map-
The impact of direct instruction in a problem-based learning setting. Effects of a video-based training program to foster preservice teachers’ professional vision of critical incidents in the classroom
Victoria Luise Barth & Valentina Piwowar, Freie Universität Berlin, Germany; Irina Rosa Kumschick, Technische Universität Berlin, Germany; Diemut Ophardt, Pädagogische Hochschule Luzern, Switzerland; Felicitas Thiel, Freie Universität Berlin, Germany
International Journal of Educational Research Vol. 95, No. 1 (2019) pp. 1–12
-
Seeing Is Believing: Peer Video Coaching as Professional Development Done With Me and for Me
Kate Cassada & Laura Kassner, University of Richmond, United States
Contemporary Issues in Technology and Teacher Education Vol. 18, No. 2 (June 2018) pp. 416–441
-
Editorial: Considering Experience to Advance Research in Video-Enhanced Teacher Learning
Simon Flandin & Valérie Lussi Borer, University of Geneva, Switzerland; Cyrille Gaudin, University of Limoges, France
Contemporary Issues in Technology and Teacher Education Vol. 18, No. 1 (March 2018) pp. 1–10
-
Leveraging Analysis of Students’ Disciplinary Thinking in a Video Club to Promote Student-Centered Science Instruction
Tara Barnhart, California State University, Fullerton, United States; Elizabeth van Es, University of California, Irvine, United States
Contemporary Issues in Technology and Teacher Education Vol. 18, No. 1 (March 2018) pp. 50–80
-
Design Perspectives for Making Animated Stories of Instruction: The Case of Promoting Teacher Noticing of Students’ Prior Knowledge
Gloriana Gonzalez, University of Illinois at Urbana-Champaign, United States; Anna DeJarnette, University of Cincinnati, United States
Journal of Technology and Teacher Education Vol. 26, No. 1 (January 2018) pp. 79–102
-
Using Technology to Support Teachers’ Lesson Adaptations during Lesson Study
Lisa Skultety, Gloriana Gonzalez & Gabriela Vargas, University of Illinois at Urbana-Champaign, United States
Journal of Technology and Teacher Education Vol. 25, No. 2 (April 2017) pp. 185–213
-
Helping Mathematics Teachers Develop Noticing Skills: Utilizing Smartphone Technology for One-on-One Teacher/Student Interviews
Theodore Chao, The Ohio State University, United States; Eileen Murray, Montclair State University, United States; Jon Star, Harvard University, United States
Contemporary Issues in Technology and Teacher Education Vol. 16, No. 1 (March 2016) pp. 22–37
-
Service Learning in Higher Education. How to Develop Social Entrepreneurship - Changemaker
Petra Bauer, Johannes Gutenberg-Universität Mainz, Germany
EdMedia + Innovate Learning 2016 (Jun 28, 2016) pp. 744–749
-
Rising to the Challenge - What Practicing Teachers Learned from a Video-Enhanced Reflective Professional Development Project
Ming Zhang & Xiaoping Li, Central Michigan University, United States
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 1169–1177
-
Exploring Co-creation of Educational Videos in an International Collaborative Context
Blair Stevenson & Janne Lnsitie, Oulu University of Applied Sciences; Christian Kogler, Pedagogical University of Upper Austria; Petra Bauer, Johannes Gutenberg – University of Mainz
Journal of e-Learning and Knowledge Society Vol. 11, No. 2 (May 27, 2015)
-
Improving teacher questioning strategies through collaborative video self-analysis
Peter Rich, BYU, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2011 (Oct 18, 2011) pp. 2482–2489
-
Choosing the Right Video Annotation Tool for the Job: A Conceptual Framework
Peter Rich, BYU, United States; Tonya Tripp, Brigham Young University, United States
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 1171–1178
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.