Using video representations of teaching in practice-based professional development programs

Abstract

This article explores how video can be used in practice-based professional development (PD) programs to serve as a focal point for teachers' collaborative exploration of the central activities of teaching. We argue that by choosing video clips, posing substantive questions, and facilitating productive conversations, professional developers can guide teachers to examine central aspects of learning and instruction. We draw primarily from our experiences developing and studying two mathematics PD programs, the Problem-Solving Cycle (PSC) and Learning and Teaching Geometry (LTG). While both programs feature classroom video in a central role, they illustrate different approaches to practice-based PD. The PSC, an adaptive model of PD, provides a framework within which facilitators tailor activities to suit their local context. By contrast, LTG is a highly specified model of PD, which details in advance particular learning goals, design characteristics, and extensive support materials for facilitators. We propose a continuum of video use in PD from highly adaptive to highly specified and consider the affordances and constraints of different approaches exemplified by the PSC and LTG programs.

Experiences, appearances, and interprofessional training: The instructional use of video in post-simulation debriefings

“…The results of this study show that many goals of interprofessional teamwork are addressed in the participants' interactions, such as collaborating in a calm and structured manner, being attentive to what other team-members do and say, delivering concise and structured handoverreports, and maintaining a well-organized collaboration. In accordance with previous research (e.g., Borko et al 2011;Erickson 2007;Lindwall et al 2014), however, the study also shows that the instructional use of video does not guarantee that inexperienced participants themselves discern professionally relevant aspects. This study attempts to show how instructors guide the students to see the recorded events in a particular way that is relevant for the professions; or, as Goodwin (1994) states in his seminal study of expert witnesses, how they organize Bthe perceptual field provided by the videotape into a salient figure^(p. 620).…”

Case-Based Learning in Initial Teacher Education: Assessing the Benefits and Challenges of Working with Student Videos and Other Teachers’ Videos

“…Among others, videos of unknown teachers offer the opportunity to make the students' observations more sensitive to selected relevant features of classroom teaching (Borko et al, 2011). As recent findings indicate, it seems likely that the analysis of other teachers' videos provides more stimulus for developing new perspectives on classroom teaching and for coming up with alternative interpretations than dealing with one's own videos (Kleinknecht & Schneider, 2013;Seidel et al, 2011).…”

Anwendung der Videoressourcen in der Grundausbildung angehender Lehrer

“…Paradoxalement, alors que la compétence à enseigner a été de plus en plus assimilée à la capacité pour les EN à observer les événements les plus pertinents de la classe, à les analyser pour prendre les décisions les plus adaptées et finalement à agir avec pertinence (Borko, Koellner, Jacobs et al, 2011), rares sont encore à ce jour les travaux qui ont étudié leur activité en cours de situation de formation professionnelle utilisant la vidéo. À notre connaissance, seule l'étude de van Es et Sherin (2008), menée auprès de groupes d'EN en mathématiques, investis dans des situations de formation permettant de visionner des enregistrements vidéo et d'en discuter, a interrogé cette dimension.…”

“…Une des réponses aux difficultés des EN à observer et à analyser les situations d'enseignement-apprentissage a été de multiplier les modalités d'utilisation de la vidéo au sein des situations de formation professionnelle (Borko, Koellner, Jacobs et al, 2011). En prenant appui sur la classification proposée par Merseth (1996), deux grandes modalités, étayées par des fondements théoriques singuliers, peuvent être repérées dans la littérature.…”

“…Tout en relevant que l'observation à distance ou en immersion au sein des situations professionnelles « ne remplace aucunement l'expérience réelle mais la prépare » (Ria, Serres & Leblanc, 2010, p. 114), ces auteurs notent toutefois que ce couplage entre différents contextes de formation par l'observation peut être un moyen d'améliorer la pratique effective de classe des EN. (Borko, Koellner, Jacobs et al, 2011 ;Kersting, Givvin, Sotelo et al, 2010). Par exemple, les EN ayant antérieurement analysé les raisonnements des élèves au cours de situations d'observation utilisant des enregistrements vidéo parviennent semble-t-il plus facilement à répondre aux difficultés de compréhension des élèves lors de leur enseignement (Cohen, 2004).…”