#Longer math vocabulary teacher videos professional

#Longer math vocabulary teacher videos professional

593).ĭifferent video professional development projects and programmes have different areas of focus, for instance around mathematical thinking or particular content areas (e.g. Evaluation leads to classifying and explaining away events, closing down opportunities for teachers to consider mathematical ideas deeply or reason pedagogically (p. ( 2017) comment on precisely this feature of facilitating work with video:Ī critical factor in promoting productive teacher discussions is the ability to maintain a focus on evidence-based interpretations and avoid premature judgments or evaluation. There is an argument, set out in Coles ( 2014), that if, as a participant, I am allowed to engage in evaluation and judgement (positive or negative) then I will be interpreting what I see in terms of ways of thinking and acting that I already use and my own learning from the video is potentially limited. 2017 Schueler and Roesken-Winter 2018).Ī common feature of current frameworks for using video is the importance of focusing teachers on the detail of events and avoiding premature evaluation or judgement (e.g. This article contributes to the emerging field exploring the skills needed to facilitate discussion, something that has been considered recently in the attempt to scale up professional development programmes and equip teachers to take on the role of facilitating other teachers (Borko et al. 2009) that there has been collective interest in investigating the role of the facilitator of discussion, when working on video with teachers (e.g. However, it is only since around 2009 (Elliott et al. Sherin 2007 Star and Strickland 2008 Santagata and Angelici 2010). These frameworks come out of sustained interest in the field in using video with teachers for professional development (e.g. A Special Issue of the Journal of Mathematics Teacher Education (Karsenty and Sherin 2017) showcased several frameworks for discussing video with teachers of mathematics (Schoenfeld 2017 Karsenty and Arcavi 2017 Hollingsworth and Clarke 2017 Sherin and Dyer 2017), including making use of recent advances in wearable technology. The use of video to support the learning of teachers has been on the increase in the last 10 years, both for pre-service (Brouwer 2011) and in-service teachers ‘in all subject areas, at all grade levels, and all over the world’ (Gaudin and Chalies 2015, p. In this article, I will be analysing what took place, with the aim of answering the following questions: how can a facilitator focus discussion away from judgement and onto the detail of events, in the context of professional development using video? And, in what ways does focusing on the detail of events occasion subsequent learning for teachers? These teachers mention being ‘trained’ and being aware of a ‘process’ for watching video that seems to have been established from the first session of a video club. Teacher J expresses an awareness of having shifted away from judging what they watch, when observing video recordings and teacher P reflects on no longer considering ‘how I would do it’ when watching someone else teach and rather focusing on what is happening. These teachers were reflecting back on participation in a video club for mathematics teachers (analysed later in this article). Teacher P: I was saying, this process has helped me, when I come to compare, when I come to observe now, because I have stopped now thinking about how I would do it and looked at actually what are the children doing, how are they achieving that and what is the teacher doing to get them to achieve that. Teacher J: Because that very first, I was really judgmental, but once you sort of trained us, it feels really un-inhibiting to watch anyone’s video, you do not think about it.