TY - JOUR
T1 - Teacher learning in the context of a video club
AU - Sherin, Miriam Gamoran
AU - Han, Sandra Y.
N1 - Funding Information:
An earlier version of this paper was presented at the Annual Meeting of the American Educational Research Association, April, 2002. This research was supported by a post-doctoral fellowship from the National Academy of Education/Spencer Foundation to the first author and by the National Science Foundation under Grant No. 0133900. Additional support was received from the Andrew W. Mellon Foundation for a grant to Lee S. Shulman and Judith Shulman for the Fostering a Community of Teachers as Learners Project. The opinions expressed are those of the authors and do not necessarily reflect the views of the supporting agencies. The authors wish to thank Scott MacKenzie, Bruce Sherin, Margaret Smith, and two anonymous reviewers for their thoughtful comments, and Gabrielle Matese and Rebekah Wrobbel for their research assistance. The authors are grateful to the teachers who participated in the video clubs as well as to our collaborators Edith Prentice Mendez and David Louis.
PY - 2004/2
Y1 - 2004/2
N2 - This paper examines one model of professional development, the use of video clubs in which groups of teachers watch and discuss videotapes of their classrooms. Specifically, the paper investigates the learning that occurred as four middle-school mathematics teachers participated in a year-long series of video club meetings. Over time, discourse in the video clubs shifted from a primary focus on the teacher to increased attention to students' actions and ideas. In addition, discussions of student thinking moved from simple restatements of students' ideas to detailed analyses of student thinking. Furthermore, teachers began to reframe their discussions of pedagogical issues in terms of student thinking.
AB - This paper examines one model of professional development, the use of video clubs in which groups of teachers watch and discuss videotapes of their classrooms. Specifically, the paper investigates the learning that occurred as four middle-school mathematics teachers participated in a year-long series of video club meetings. Over time, discourse in the video clubs shifted from a primary focus on the teacher to increased attention to students' actions and ideas. In addition, discussions of student thinking moved from simple restatements of students' ideas to detailed analyses of student thinking. Furthermore, teachers began to reframe their discussions of pedagogical issues in terms of student thinking.
KW - Mathematics teachers
KW - Professional development
KW - Teacher learning
KW - Videotape recording
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U2 - 10.1016/j.tate.2003.08.001
DO - 10.1016/j.tate.2003.08.001
M3 - Article
AN - SCOPUS:1542403998
SN - 0742-051X
VL - 20
SP - 163
EP - 183
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
IS - 2
ER -