Advertisement

ZDM

, Volume 43, Issue 1, pp 175–187 | Cite as

Using video representations of teaching in practice-based professional development programs

  • Hilda BorkoEmail author
  • Karen Koellner
  • Jennifer Jacobs
  • Nanette Seago
Original Article

Abstract

This article explores how video can be used in practice-based professional development (PD) programs to serve as a focal point for teachers’ collaborative exploration of the central activities of teaching. We argue that by choosing video clips, posing substantive questions, and facilitating productive conversations, professional developers can guide teachers to examine central aspects of learning and instruction. We draw primarily from our experiences developing and studying two mathematics PD programs, the Problem-Solving Cycle (PSC) and Learning and Teaching Geometry (LTG). While both programs feature classroom video in a central role, they illustrate different approaches to practice-based PD. The PSC, an adaptive model of PD, provides a framework within which facilitators tailor activities to suit their local context. By contrast, LTG is a highly specified model of PD, which details in advance particular learning goals, design characteristics, and extensive support materials for facilitators. We propose a continuum of video use in PD from highly adaptive to highly specified and consider the affordances and constraints of different approaches exemplified by the PSC and LTG programs.

Keywords

Professional Development Video Clip Instructional Practice Professional Development Program Student Thinking 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Notes

Acknowledgments

The project “Toward a Scalable Model of Mathematics Professional Development: A Field Study of Preparing Facilitators to Implement the Problem-Solving Cycle” is funded by the National Science Foundation award No. DRL 0732212. The project “Learning and Teaching Geometry: VideoCases for Mathematics Professional Development” is funded by the National Science Foundation award No. DRL 0732757.

References

  1. Ball, D. L. (2000). Bridging practices: Intertwining content and pedagogy in teaching and learning to teach. Journal of Teacher Education, 51, 241–247.CrossRefGoogle Scholar
  2. Ball, D. L., & Bass, H. (2000). Interweaving content and pedagogy in teaching and learning to teach: Knowing and using mathematics. In J. Boaler (Ed.), Multiple perspectives on the teaching and learning of mathematics (pp. 83–104). Westport, CT: Ablex.Google Scholar
  3. Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3–32). San Francisco: Jossey-Bass.Google Scholar
  4. Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59, 389–407.CrossRefGoogle Scholar
  5. Borko, H., Jacobs, J., Eiteljorg, E., & Pittman, M. E. (2008). Video as a tool for fostering productive discourse in mathematics professional development. Teaching and Teacher Education, 24, 417–436.CrossRefGoogle Scholar
  6. Borko, H., Jacobs, J., & Koellner, K. (2010). Contemporary approaches to teacher professional development: Processes and content. In P. Peterson, E. Baker, & B. McGaw (Eds.), International encyclopedia of education (Vol. 7, pp. 548–556). Oxford: Elsevier.Google Scholar
  7. Brophy, J. (Ed.). (2004). Advances in research on teaching, Vol. 10: Using video in teacher education. Oxford, UK: Elsevier.Google Scholar
  8. Cohen, S. (2004). Teachers’ professional development and the elementary mathematics classroom: Bringing understanding to light. Mahwah, NJ: Erlbaum.Google Scholar
  9. Erickson, F. (2007). Ways of seeing video: Toward a phenomenology of viewing minimally edited footage. In R. Goldman, R. Pea, B. Barron, & S. Derry (Eds.), Video research in the learning sciences (pp. 145–155). Mahwah, NJ: Erlbaum.Google Scholar
  10. Grossman, P., Hammerness, K., & McDonald, M. (2009). Redefining teaching, re-imagining teacher education. Teachers and Teaching: Theory and Practice, 15(2), 273–289.Google Scholar
  11. Horn, I. S. (2008). Adaptive professional development: A pedagogy for inservice teacher education. Manuscript in preparation.Google Scholar
  12. Jacobs, J., Borko, H., & Koellner, K. (2009). The power of video as a tool for professional development and research: Examples from the Problem-Solving Cycle. In T. Janik & T. Seidel (Eds.), The power of video studies in investigating teaching and learning in the classroom (pp. 259–273). Munster: Waxmann Publishing.Google Scholar
  13. Jacobs, J., Borko, H., Koellner, K., Schneider, C., Eiteljorg, E., & Roberts, S. A. (2007). The Problem-Solving Cycle: A model of mathematics professional development. Journal of Mathematics Education Leadership, 10(1), 42–57.Google Scholar
  14. Jacobs, J., & Morita, E. (2002). Japanese and American teachers’ evaluations of videotaped mathematics lessons. Journal for Research in Mathematics Education, 33(3), 154–175.CrossRefGoogle Scholar
  15. Kazemi, E., & Franke, M. L. (2004). Teacher learning in mathematics: Using student work to promote collective inquiry. Journal of Mathematics Teacher Education, 7, 203–235.CrossRefGoogle Scholar
  16. Kazemi, E., & Hubbard, A. (2008). New directions for the design and study of professional development: Attending to the coevolution of teachers’ participation across contexts. Journal of Teacher Education, 59, 428–441.CrossRefGoogle Scholar
  17. Kersting, N. B., Givvin, K. B., Sotelo, F. L., & Stigler, J. W. (2010). Teachers’ analyses of classroom video predict student learning: Further explorations of a novel measure of teacher knowledge. Journal of Teacher Education, 61, 172–181.CrossRefGoogle Scholar
  18. Koellner, K., Jacobs, J., Borko, H., Schneider, C., Pittman, M., Eiteljorg, E., et al. (2007). The Problem-Solving Cycle: A model to support the development of teachers’ professional knowledge. Mathematical Thinking and Learning, 9(3), 271–303.Google Scholar
  19. Koellner, K., & Seago, N. (2010, July). Using video to study teacher learning. In Discussion group facilitated at the 34th conference of the international group for the psychology of mathematics education, Belo Horizonte, Brazil.Google Scholar
  20. Little, J. W. (2002). Locating learning in teachers’ communities of practice: Opening up problems of analysis in records of everyday work. Teaching and Teacher Education, 18, 917–946.CrossRefGoogle Scholar
  21. Little, J. W., Gearhart, M., Curry, M., & Kafka, J. (2003). Looking at student work for teacher learning, teacher community, and school reform. Phi Delta Kappan, 85, 185–192.Google Scholar
  22. Seago, N. (2007). Fidelity and adaptation of PD materials: Can they co-exist? Journal of Mathematics Education Leadership, 9(2), 16–25.Google Scholar
  23. Seago, N., Driscoll, M., & Jacobs, J. (2010). Transforming middle school geometry: Professional development materials that support the learning and teaching of similarity. Middle Grades Research Journal (in press).Google Scholar
  24. Seago, N., & Mumme, J. (2002, April). The issues and challenges in facilitating video cases for mathematics professional development. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.Google Scholar
  25. Seago, N., Mumme, J., & Branca, N. (2004). Learning and teaching linear functions. Portsmouth, NH: Heinemann.Google Scholar
  26. Seidel, T., Prenzel, M., Rimmele, R., Schwindt, K., Kobarg, M., Meyer, L., et al. (2005, August). Do videos really matter? The experimental study LUV on the use of videos in teachers’ professional development. Paper presented at the eleventh conference of the European Association for Research on Learning and Instruction (EARLI), Nicosia, Cyprus.Google Scholar
  27. Sherin, M. G. (2004). New perspectives on the role of video in teacher education. In J. Brophy (Ed.), Advances in research on teaching, Vol. 10: Using video in teacher education (pp. 1–27). Oxford, UK: Elsevier.Google Scholar
  28. Sherin, M. G. (2007). The development of teachers’ professional vision in video clubs. In R. Goldman, R. Pea, B. Barron, & S. Derry (Eds.), Video research in the learning sciences (pp. 383–396). Mahwah, NJ: Erlbaum.Google Scholar
  29. Sherin, M. G., & Han, S. Y. (2004). Teacher learning in the context of a video club. Teaching and Teacher Education, 20, 163–183.CrossRefGoogle Scholar
  30. Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1–22.Google Scholar
  31. Van de Walle, J. A. (2008). Elementary and middle school mathematics: Teaching developmentally. Boston, MA: Pearson Education.Google Scholar
  32. van Es, E. A., & Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers’ interpretations of classroom interactions. Journal of Technology and Teacher Education, 10(4), 571–596.Google Scholar
  33. van Es, E. A., & Sherin, M. G. (2008). Mathematics teachers’ “learning to notice” in the context of a video club. Teaching and Teacher Education, 24, 244–276.CrossRefGoogle Scholar
  34. Wilson, S. M., & Berne, J. (1999). Teacher learning and the acquisition of professional knowledge: An examination of the research on contemporary professional development. In A. Iran-Nejad & P. D. Pearson (Eds.), Review of Research in Education, 24, 173–209.Google Scholar

Copyright information

© FIZ Karlsruhe 2010

Authors and Affiliations

  • Hilda Borko
    • 1
    Email author
  • Karen Koellner
    • 2
  • Jennifer Jacobs
    • 3
  • Nanette Seago
    • 4
  1. 1.School of Education, Stanford UniversityStanfordUSA
  2. 2.School of Education, Hunter CollegeNew YorkUSA
  3. 3.Institute of Cognitive ScienceUniversity of Colorado at BoulderBoulderUSA
  4. 4.WestEdSan FranciscoUSA

Personalised recommendations