The development of teachers’ professional vision in video clubs

By Miriam Gamoran Sherin. 2007

373 citations recorded by the source corpus.

Subfields: Sociology and Political Science, Speech and Hearing

View Paper: https://www.semanticscholar.org/paper/adde4ff3a5546015899b88a6b7608df6de994c99

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Citations in the corpus

Learning to See Teaching in New Ways (2015, background): “This is important because certain aspects of the classroom should receive more attention from the teacher compared to the others (Sherin, 2007; van Es & Sherin, 2002).”
Professional Noticing of Children's Mathematical Thinking. (2010, background): “Sherin and van Es have offered the most extensive work on noticing in mathematics education (Sherin, 2001, 2007; Sherin & Han, 2004; Sherin & van Es, 2005, 2009; van Es & Sherin, 2002, 2006, 2008; van Es, in press).”
Conducting Video Research in the Learning Sciences: Guidance on Selection, Analysis, Technology, and Ethics (2010, neutral): “Here we refer to scientific analyses of video performed by researchers, distinguishing these from less formal analyses of the type conducted by teachers who participate in lesson study or video clubs as an approach to professional development (e.g., C. Lewis, 2002; Sherin, 2004, 2007).”
What do teachers think and feel when analyzing videos of themselves and other teachers teaching (2013, background): “Several studies have reported that using video aids reflection on teaching and learning (e.g. Borko et al., 2008; Sherin, 2007; Sherin & van Es, 2009) and positively impacts teaching and student * Corresponding author.”
Assessing students' understanding of inquiry: What do prospective science teachers notice? (2013, background): “Research guided by the theoretical construct of teacher noticing has elicited differences in what and how novice and experienced mathematics teachers monitor, interpret, and recall when viewing video of instruction (Sherin, 2007).”
Participants' Roles in the Context of a Video Club (2009, methodology): “The construct of noticing has received increased attention in mathematics education in recent years (Ainley & Luntley, 2007; V. Jacobs, Lamb, Philipp, Schappelle, & Burke, 2007; Mason, 2002; Sherin, 2007; Star & Strickland, 2008; van Es & Sherin, 2002).”
Effects of Video Club Participation on Teachers' Professional Vision (2009, methodology): “In previous work, Sherin (2007) describes professional vision as consisting of two main subprocesses: (a) selective attention and (b) knowledge-based reasoning.”
The Impact of Professional Noticing on Teachers' Adaptations of Challenging Tasks (2011, background): “Their research has documented the growth in teachers’ ability to change what they notice and how they interpret and build from what they notice, what Sherin (2007) termed “selective attention” and “knowledge-based reasoning,” respectively.”