, 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


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.


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.



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.


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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

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