Classroom video in teacher professional development program: community documentational genesis perspective

Višňovská, Jana; Cobb, Paul

doi:10.1007/s11858-013-0523-5

Cited by 15 publications

(10 citation statements)

References 21 publications

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“…(1) Particular resources (together with the support) have the potential to draw 'participants' (e.g. mathematics teachers; teacher educators; pupils) together as a working collective (see Sensevy et al 2013;Gueudet et al 2013a;Hoyles et al 2013;Visnovska and Cobb 2013;Kieran et al 2013); (2) The design and quality of resources are by no means a trivial matter: they need careful consideration, including in terms of newly developing perceptions and concepts of 'quality' of resources, in particular in the light of 'new' and 'different' IT resources (see Swan and Dorman 2013; Maschietto and Soury-Lavergne 2013); (3) Particular support is needed, either in terms of systemic support or individuals taking the lead, in order to develop well-functioning collectives (see Gueudet et al 2013a;Drijvers et al 2013;Trgalova and Jahn 2013).…”

Section: Teacher Learning With Resources and At Scalementioning

confidence: 99%

Re-sourcing teachers’ work and interactions: a collective perspective on resources, their use and transformation

Pepin

Gueudet²,

Trouche

2013

ZDM Mathematics Education

122

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Section: Teacher Learning With Resources and At Scalementioning

confidence: 99%

Re-sourcing teachers’ work and interactions: a collective perspective on resources, their use and transformation

Pepin

Gueudet²,

Trouche

2013

ZDM Mathematics Education

122

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“…School-based professional learning activities were instrumental in nurturing a flexible, professional learning environment that encouraged cooperation among teachers with varied levels of expertise in educational technology and facilitated the exchange of knowledge, experiences, and best practices. Echoing findings in the existing research literature [85][86][87][88][89], the study underscored the importance of teachers' engagement in professional learning activities, such as lesson design and field experience (e.g., classroom teaching/co-teaching, classroom observation, and action research), for enhancing their teaching skills with and deepening their understanding of TPACK in ways applicable to their own instructional practices. Aligned with prior scholarship [55,90,91], the study also affirmed the critical significance of school leadership in incentivizing teachers to proficiently apply their acquired TPACK competencies into their teaching practices.…”

Section: Lessons Learned In Phasementioning

confidence: 82%

Sustaining Teacher Professional Learning in STEM: Lessons Learned from an 18-Year-Long Journey into TPACK-Guided Professional Development

Meletiou-Mavrotheris,

Paparistodemou

2024

Education Sciences

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This article is a self-narrative of our 18-year research into the technological pedagogical content knowledge (TPACK)-guided professional development of teachers in ICT-enhanced mathematics learning. Using autoethnography as the methodology to elucidate our transformative personal evolution in implementing the TPACK model, we describe how we conceptualized and enacted the TPACK framework across three distinct phases of our research trajectory. In the first phase, our efforts focused on offering afternoon seminars and workshops on using educational software. Mathematics teachers attended the seminars and workshops voluntarily. In the second phase, we concentrated on designing programs guided by the principles of adult education, which emphasize the importance of learner autonomy and relevance, and socio-constructivist views of teacher professional growth, which stress the role of collaboration and reflection in learning. In the final phase, we adopted a systemic, school-based approach to investigating and expanding TPACK for mathematics and other STEM/STEAM teachers. At the end of each phase’s description, we delve into the profound lessons learned and how these led to a paradigm shift, expanding our perspective on TPACK as practitioners and researchers. Finally, we present a set of recommendations for future research and practice aimed at facilitating the sustainability of STEM/STEAM teacher professional learning initiatives.

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“…Two important findings about how to design opportunities for video analysis emerge from this research. First, opportunities to engage in collective sense making are critical in shifting teachers’ perception of video (e.g., Borko et al, 2008; Sherin & van Es, 2009; Visnovska & Cobb, 2013). At the same time, novices must be guided to notice those features most salient to effective instruction (Borko et al, 2010; Roth et al, 2011; van Es et al, 2014), though combining expert- and teacher-led analyses might also be effective (Beisiegel et al, 2017).…”

Section: Teacher Facilitation Of Historical Discussionmentioning

confidence: 99%

Using Video to Highlight Curriculum-Embedded Opportunities for Student Discourse

Reisman

Enumah

2020

Journal of Teacher Education

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History classrooms remain stubbornly resistant to instructional change. We explored whether using classroom video to help teachers identify curriculum-embedded opportunities for student discourse improved their understanding and facilitation of document-based historical discussions. We observed a relationship between teachers’ capacity to notice curriculum-embedded opportunities for student discourse in classroom videos and their growth in enacting document-based history discussions. For three of four teachers, the intervention appeared to improve both their analysis of document-based discussion facilitation and their enactment of the practice. Teachers’ incoming proficiency and familiarity with document-based history instruction appeared to inform their experience throughout the intervention. We discuss implications for practice and future research on professional development for history teachers.

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Classroom video in teacher professional development program: community documentational genesis perspective

Cited by 15 publications

References 21 publications

Re-sourcing teachers’ work and interactions: a collective perspective on resources, their use and transformation

Re-sourcing teachers’ work and interactions: a collective perspective on resources, their use and transformation

Sustaining Teacher Professional Learning in STEM: Lessons Learned from an 18-Year-Long Journey into TPACK-Guided Professional Development

Using Video to Highlight Curriculum-Embedded Opportunities for Student Discourse

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