The influence of video clubs on teachers’ thinking and practice

By Elizabeth A. van Es, Miriam Gamoran Sherin. 2010

402 citations recorded by the source corpus.

This article examines a model of professional development called “video clubs” in which teachers watch and discuss excerpts of videos from their classrooms. We investigate how participation in a video club influences teachers’ thinking and practice by exploring three related contexts: (a) teachers’ comments during video-club meetings, (b) teachers’ self-reports of the effects of the video club, and (c) teachers’ instruction across the year. Data analysis revealed changes in all three contexts. In the video-club meetings, teachers paid increased attention to student mathematical thinking over the course of the year. In interviews, teachers reported having learned about students’ mathematical thinking, about the importance of attending to student ideas during instruction, and about their school’s mathematics curriculum. Finally, shifts were also uncovered in the teachers’ instruction. By the end of the year, teachers increasingly made space for student thinking to emerge in the classroom, probed students’ underlying understandings, and learned from their students while teaching.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/639c2b846c6fc785860abd6549269d50b8a9648c

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Citations in the corpus

Measuring mathematics teachers’ professional competence by using video clips (COACTIV video) (2016, background): “For example, it is possible to let teachers comment after having watched videos of their own or colleagues’ lessons (van Es and Sherin 2010).”
An Exploratory Study of the Influence That Analyzing Teaching Has on Preservice Teachers’ Classroom Practice (2015, methodology): “…(van Es & Sherin, 2010) to systematically code these differences in 2-min time intervals (see Borko et al., 2008; Sherin & van Es, 2009; van Es & Sherin, 2010), identifying evidence of preservice teachers seeking to make student thinking visible, probing student thinking, and learning in…”
Improving Teacher Feedback During Active Learning (2014, methodology): “Furthermore, such an approach allows teachers time to reflect on their interactions (Van Es & Sherin, 2010).”
Focusing on Teacher Learning Opportunities to Identify Potentially Productive Coaching Activities (2017, background): “Van Es and Sherin (2010) examined the teachers’ classroom practices and found an increase in the extent to which teachers supported students in making their thinking public, elicited multiple strategies from students, and probed students’ underlying understandings.”
Effect of Observation Mode on Measures of Secondary Mathematics Teaching (2013, background): “Video has been encouraged because teachers can review videos alone or in groups to evaluate their own instruction as professional development (Miller, 2007; Sherin & Han, 2004; Van Es & Sherin, 2010).”
Teacher learning in the context of a continuing professional development programme: A case study (2015, neutral): “The CPD programme incorporated several features that have been identi ﬁ ed as being effective to enhance teachers' professional development in review studies (e.g. Garet et al., 2001; Van Veen et al., 2012).”
Learning to See Teaching in New Ways (2015, background): “…a strong argument for shifting teachers’ attention to student thinking and provided evidence for the effectiveness of video-based professional development efforts in changing teachers’ instructional practice toward more attention to student thinking (Sherin & van Es, 2009; van Es & Sherin, 2009).”
Teacher Scaffolding in Small-Group Work: An Intervention Study (2014, background): “Although it is known that newly learned skills will fade over time when not accompanied by sustained support (Van Es & Sherin, 2010), we found that teachers who had worked with the MCT in our previous study over a longer period of time still implemented contingent teaching even after a holiday…”