Abstract
This article describes the research landscape related to the use of video for promoting teacher learning, drawing on a variety of research studies to illustrate the breadth of approaches that have been employed. One particular research study is reported in some detail since, it is argued, this represents a new level of devolution of agency to teachers to play a self-scaffolding role in their own professional education. The study involved the investigation of an approach to the provision of feedback to teachers about their practice that involved stimulating teacher self-reflection and juxtaposed structure and agency. An observation framework grounded in classroom practice research was developed, and teachers selected elements of that framework to serve as the focus for examining their practice and seeking feedback about that practice. Teachers and researchers examined video-recorded lessons focusing on the teachers’ selected observation elements, and then engaged in feedback conversations about their observations and analyses, and the implications of these for future practice. The approach identified the video record as an artefact of the teacher’s own practice and one which demanded a professional response from the teacher. The balance between structure and agency realised in the study, in combination with the use of video for observation and analysis of practice, facilitated teacher self-reflection and functioned to both support and provoke teacher learning.
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Appendix
Appendix
Observation instrument: example elements and descriptions
Dimension 1 | Communicating expectations for mathematics learning |
Element: Responsibility for learning | Description: Responsibilities associated with the mathematics learning process are explicated during the lesson Responsibilities might: - Relate to elements associated with academic aspects of learning tasks (e.g. selection of methods or processes, thinking and reasoning, evaluation of solutions and methods) - Relate to levels of participation or engagement with learning tasks - Relate to elements associated with organisational aspects of learning tasks (e.g. allocation of time, use of resources) - Be explicated by the teacher or students |
Dimension 2 | Questions and discussions for mathematics learning |
Element: Instructional dialogue | Description: Instructional dialogue engaged in during the lesson includes some that extends and promotes higher levels of mathematics thinking Instructional dialogue might: - Relate to mathematics ideas, concepts or processes (procedures, problem solving, reasoning) - Be initiated by the teachers and/or students - Be sustained or elaborated by the teacher and/or students |
Dimension 3 | Tasks for mathematics learning |
Element: In-depth investigations of mathematics | Description: Learning activities and tasks that are worked on in the lesson include some that involve in-depth investigations of mathematics ideas, concepts or processes In-depth investigations might: - Relate to mathematics ideas, concepts or processes (procedures, problem solving, reasoning) - Take place over extended periods of time (for example, 15 min or more) - Be sustained or elaborated by the teacher and/or students |
Dimension 4 | Building understanding for mathematics learning |
Element: Meaning making | Description: Learning activities and tasks that are worked on in the lesson include some that focus on the meaning of mathematics ideas or concepts Meaning making might involve: - Demonstrating, articulating or elaborating mathematics ideas or concepts - Summarising answers to questions or solutions to mathematics problems - Linking mathematics ideas or concepts to other related ideas or concepts - Identifying patterns, theories or generalisations - Formulating further questions about a mathematics topic - The teacher and/or students |
Dimension 5 | Using assessment for mathematics learning |
Element: Eliciting evidence of understanding | Description: The teacher makes verbal or written statements to elicit evidence of students’ mathematics understandings To elicit evidence teachers might: - Question students about their mathematics understandings - Prompt or encourage students to demonstrate, articulate or elaborate their mathematics understandings - Assign specific tasks that require students to demonstrate, articulate or elaborate their mathematics understandings |
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Hollingsworth, H., Clarke, D. Video as a tool for focusing teacher self-reflection: supporting and provoking teacher learning. J Math Teacher Educ 20, 457–475 (2017). https://doi.org/10.1007/s10857-017-9380-4
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DOI: https://doi.org/10.1007/s10857-017-9380-4