Effects of Video Club Participation on Teachers' Professional Vision

Autor/inn/en	Sherin, Miriam Gamoran; van Es, Elizabeth A.
Titel	Effects of Video Club Participation on Teachers' Professional Vision
Quelle	In: Journal of Teacher Education, 60 (2009) 1, S. 20-37 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487108328155
Schlagwörter	Forschungsbericht; Clubs; Mathematics Teachers; Teaching Methods; Interviews; Meetings; Group Discussion; Pedagogical Content Knowledge; Protocol Materials; Professional Development; Mathematics Instruction; Program Descriptions; Video Technology; Instructional Design; Educational Technology; Electronic Learning; Middle School Teachers; Teacher Attitudes + Suchen Sie Ihr Suchwort? Club; Klub; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Meeting; Tagung; Gruppendiskussion; Pädagogische Kompetenz; Unterrichtsprotokoll; Mathematics lessons; Mathematikunterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtsmedien; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Lehrerverhalten
Abstract	This study investigates mathematics teacher learning in a video-based professional development environment called "video clubs." In particular, the authors explore whether teachers develop professional vision, the ability to notice and interpret significant features of classroom interactions, as they participate in a video club. Analysis for the study is based on data from two year-long video clubs in which teachers met monthly to watch and discuss video excerpts from each others' classrooms. Participating in a video club was found to influence the teachers' professional vision as exhibited in the video club meetings, in interviews outside of the video club meetings, and in the teachers' instructional practices. These results suggest that professional vision is a productive lens for investigating teacher learning via video. In addition, this article illustrates that video clubs have the potential to support teacher learning in ways that extend beyond the boundaries of the video club meetings themselves. (Contains 11 tables and 8 notes.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10