TY - JOUR
T1 - The influence of video clubs on teachers' thinking and practice
AU - van Es, Elizabeth A.
AU - Sherin, Miriam Gamoran
N1 - Funding Information:
Acknowledgments This research is supported by the National Science Foundation under Grant No. REC-0133900. The authors wish to thank Sean Morales-Doyle for his research assistance, as well as the teachers who participated in the study.
PY - 2010/4
Y1 - 2010/4
N2 - 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.
AB - 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.
KW - Mathematics teaching
KW - Professional development
KW - Teacher learning
KW - Video-based professional development
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U2 - 10.1007/s10857-009-9130-3
DO - 10.1007/s10857-009-9130-3
M3 - Article
AN - SCOPUS:77952421177
VL - 13
SP - 155
EP - 176
JO - Journal of Mathematics Teacher Education
JF - Journal of Mathematics Teacher Education
SN - 1386-4416
IS - 2
ER -