The influence of video clubs on teachers’ thinking and practice

Abstract

This article examines a model of professional development called ''video clubs'' in which teachers watch and discuss excerpts of videos from their classrooms. We investigate how participation in a video club influences teachers' thinking and practice by exploring three related contexts: (a) teachers' comments during video-club meetings, (b) teachers' self-reports of the effects of the video club, and (c) teachers' instruction across the year. Data analysis revealed changes in all three contexts. In the video-club meetings, teachers paid increased attention to student mathematical thinking over the course of the year. In interviews, teachers reported having learned about students' mathematical thinking, about the importance of attending to student ideas during instruction, and about their school's mathematics curriculum. Finally, shifts were also uncovered in the teachers' instruction. By the end of the year, teachers increasingly made space for student thinking to emerge in the classroom, probed students' underlying understandings, and learned from their students while teaching.

Invited Lectures from the 13th International Congress on Mathematical Education

“…In the studies by Sherin (2010), there is a very direct movement towards increased interpretation with roughly balanced decreases in description and evaluation. However, , Blomberg et al (2014), and our [video-based intervention] all show increases in description, generally at the expense of evaluation.…”

Pedagogical sensemaking or “doing school”: In well-designed workshop sessions, facilitation makes the difference

“…Sandoval's framework [27] brings learners' interactions to the foreground, which closely aligns with our theoretical commitments and counteracts a common (sometimes practically motivated) tendency to attempt to directly link embodiment to outcomes. While it is relatively rare for teacher PD research to follow a similar analytical logic to what Sandoval [27] proposes, some examples, largely in K-12 contexts, do exist [40,[46][47][48][49][50][51][52][53][54][55]. For example, Horn and Little [46] identify sharp differences in the productivity of two teacher workgroups' conversational routines (what Sandoval [27] would call mediating processes), and hypothesize that these differences are linked to three key structural factors present in one group but not the other.…”

Usages de la vidéo dans le contexte sherbrookois de la formation en ligne à l’enseignement

“…Les vidéos peuvent présenter des enseignants tels que des stagiaires (Mc Cullagh, 2010 ;Wu et Kao, 2008) ou des débutants (Ria, 2010), des experts ou des enseignants expérimentés inconnus (Blomberg, Stürmer et Seidel, 2011 ;Zhang, Lunderberg, Koehler et Eberhardt, 2011) ou connus (Van Es et Sherin, 2010 ;Zhang et al, 2011) des participants.…”

“…Ce peut être alors, dans le cas de formations initiales à l'enseignement, les futurs enseignants lors de leurs stages (Baecher et Kung, 2011 ;Blondeau, 2013 ;BrantleyDias, Dias, Frish et Rushton, 2008 ;Heintz, Borsheim, Caughlan, Juzwik et Sherry, 2010 ;Mc Cullagh, 2010) ou de leurs premières expériences (RIA, 2010), et dans le cas de formations continues, les enseignants eux-mêmes en exercice dans leur propre classe (Brantlinger, Sherin et Linsenmeier, 2011 ;Jacobs, Borko et Koellner, 2009 ;Van Es et Sherin, 2010 ;Zhang et al, 2011).…”