A Framework for the Facilitation of Teachers' Analysis of Video
Bibliographic Data
| ID | 4306302 |
|---|---|
| Authors | Elizabeth A Van Es (0000-0001-5057-5898, University of California, Irvine), Jessica Tunney (University of California, Irvine), Lynn T Goldsmith (0000-0002-9463-7701, Education Development Center, Inc., Waltham, MA, USA), Nanette Seago (WestEd, San Francisco, CA, USA) |
| Year | 2014 |
| Volume | 65 |
| Issue | 4 |
| Pages | 340-356 |
| Publication date | 2014-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487114534266 |
| OpenAlex | W2108352469 |
| Language | EN |
| Citations received | 76 |
| References cited | 50 |
Video is being used more widely in professional development to help teachers learn to notice and systematically analyze teaching practice. Video captures the authenticity and complexity of teaching and can promote the examination of classroom interactions in a deliberate and focused way. However, simply viewing video does not ensure teacher learning. An important question concerns how to facilitate substantive analysis of teaching practice with video so that it becomes a productive learning tool for teachers. In this study, we examine the in-the-moment moves facilitators make in two different video-based professional development programs to offer a framework for facilitation with video. We then examine patterns in facilitation across both contexts and identify practices that are unique to the goals of each setting. The findings from this study have implications for the design of video-based professional development and for developing a knowledge base for professional education
Facilitation · Faculty Development · Notice · Pedagogy · Professional development · Computer Science · Educational Environments and Student Outcomes · Film in Education and Therapy · Psychology · Teacher Education and Leadership Studies
Teacher noticing
Video viewing in teacher education and professional development
Teacher leaders’ coaching skills to support teachers noticing argumentation in the mathematics classroom
Video-based teacher professional development for dialogic teaching
L’accompagnement et l’expérience au coeur d’une collaboration chercheure-CP
How Can We Study Educational Inequalities in Different Cultural Contexts? Interdisciplinary Research Methods in Early Childhood Education and Care
Supporting experts to develop experts
Using Cases as a Means to Discuss Errors in Mathematics Teacher Education
Pedagogical models for the facilitation of teacher professional development via video-supported collaborative learning. A review of the state of the art
Mathematik-Fortbildungen in Präsenz und digital
Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen Bildung
Decomposing the observation-based coaching process
Efficacy of video-based teacher professional development for increasing classroom discourse and student learning
When AI joins the conversation
Exploring pre-service teachers’ reflection mediated by an AI-powered teacher dashboard in video-based professional learning
Fostering pre-service teachers’ situation-specific technological pedagogical knowledge – Does learning by mapping and learning from worked examples help
ReflAct
Toward a framework that connects individual TPACK and collective TPACK
The student hat in professional development
Exploring Norwegian Student-Teachers’ Reasoning When Using Classroom Videos in Peer Mentoring Conversations
Examining science teachers' engagement in professional development
Situating video as context for teacher learning
Fostering and scaffolding student engagement in productive classroom discourse
Professional credential program
Noticing inclusive teaching practices in tandems – results from cross-national video clubs at two different school levels
Classroom video in early childhood teacher education
Bridging the gap between theory and practice – The effective use of videos to assist the acquisition and application of pedagogical knowledge in pre-service teacher education
The power of video feedback with structured viewing guides
Assisting teacher collaborative discourse in professional development
Conversations about annotations during coaching cycles
Affordances of video-based professional development for supporting physics teachers' judgments about evidence of student thinking
Prospective teachers’ skills of attending, interpreting and responding to content-specific characteristics of mathematics instruction in classroom videos
Conceptualizing the work of facilitating practice-embedded teacher learning
Video-based literacy coaching to develop teachers’ professional vision for dialogic classroom text discussions
Examining the facilitation of generative teacher workgroup conversations
Teachers’ engagement with student mathematical agency and authority in school-based professional learning
Teacher learning in a combined professional development intervention
Preparing for peer-led productive professional discourse around classroom videos
Prompting meaningful analysis from pre-service teachers using elementary mathematics video vignettes
Scaling professional development for mathematics teacher educators
Facework in teacher collaborative learning
A framework for facilitating video-mediated reflection
Facilitators' specific discourse strategies to construct socio-emotional dynamics promoting collaboration and dialogue in teachers’ professional development
How teacher professional development regarding classroom dialogue affects students' higher-order learning
A study of the quality of interaction among participants in online animation-based conversations about mathematics teaching
If you build it, will they reflect? Examining teachers' use of an online video-based learning website
Profiles of facilitators’ beliefs about collaboration and how they relate to experience, job satisfaction, self-efficacy, and willingness to innovate
Fostering preservice teachers’ noticing with structured video feedback
Facilitating debriefing conversations within one-on-one coaching cycles
Peer assessment of classroom videos as preparation for student teachers' future profession
Co-located video annotation and joint noticing in teacher education
Managing dialogic use of exemplars
Reproduction to transformation
Interpretive frames for responding to racially stressful moments in history discussions
Grappling with Culturally Responsive Pedagogy
The power of reflective feedback
Shifting Attention Back to Students Within the Sheltered Instruction Observation Protocol
Advancing the Science of Teaching Reading Equitably
Teachers Learning to Implement Equitable Classroom Talk
Relocating Research on Teacher Learning
Teacher Face-Work in Discussions of Video-Recorded Classroom Practice
Designing for Framing in Online Teacher Education
Exploring the Discursive Variability of Mathematics Coaches
Investigating the development of pre-service teachers’ noticing for inclusive translingual instruction in secondary education
Facilitation strategies responding to emotional displays in PD discourse
Deficit narratives as teacher foils
An Exploratory Study of the Influence That Analyzing Teaching Has on Preservice Teachers' Classroom Practice
Scaling Up Three-Dimensional Science Learning Through Teacher-Led Study Groups Across a State
Focusing on Teacher Learning Opportunities to Identify Potentially Productive Coaching Activities
Articulating Design Principles for Productive Use of Video in Preservice Education
Stepping in or Stepping On
Using Video to Highlight Curriculum-Embedded Opportunities for Student Discourse
Facilitating Teacher Learning When Using Different Representations of Practice
The Design of Video-Based Professional Development
Pre-Service Teachers Notice Student Thinking
An Investigation of the Influence of Video Types and External Facilitation on PE Inservice Teachers' Reflections and Their Perceptions of Learning
Mathematics Teacher Noticing
Researching Your Own Practice
Design Experiments
Interaction Analysis
Redefining teaching, re‐imagining teacher education
Observing sociocultural activity on three planes
Sociomathematical Norms, Argumentation, and Autonomy in Mathematics
Mathematical Knowledge for Teaching and the Mathematical Quality of Instruction
Orchestrating Productive Mathematical Discussions
The Cambridge Handbook of the Learning Sciences
Learning to observe
Toward a Theory of Teacher Community
There's going to be community. There's going to be knowledge”
Case stories of facilitating professional development
Assessing teachers' development of a constructivist view of mathematics learning
Mathematics teachers’ “learning to notice” in the context of a video club
Video as a tool for fostering productive discussions in mathematics professional development
A Knowledge Base for the Teaching Profession
Professional Development and Teacher Learning
Professional Development Research
What Do New Views of Knowledge and Thinking Have to Say about Research on Teacher Learning
Attending to Problems of Practice
Selecting Video Clips to Promote Mathematics Teachers' Discussion of Student Thinking
Naturalistic inquiry
Where Is the Mind? Constructivist and Sociocultural Perspectives on Mathematical Development
Learning to Look Beyond the Boundaries of Representation
Conceptualizing the Work of Leading Mathematical Tasks in Professional Development
Learning Teaching in, from, and for Practice
Designing Video-Based Professional Development for Mathematics Teachers in Low-Performing Schools
Content Knowledge for Teaching
Making Practice Public
Effects of Video Club Participation on Teachers' Professional Vision
Situated Learning
Professional Vision
| Unique citing works | 76 |
|---|---|
| Citations per year | 6,91 |
| Citation span | 2015 - 2026 (12) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 76 |