The design of video-supported activities should begin with a careful consideration of the goals we have for teacher learning.
Research evidence supports effective use of video to:
- Improve teacher specialized content knowledge for teaching and pedagogical content knowledge (Borko, Koellner, Jacobs, & Seago, 2011; Santagata, 2009; Seago, Mumme, & Branca, 2004);
- Model reform-minded teaching practices (Kellogg & Kersaint, 2004; Santagata & Guarino, 2011);
- Develop reflection and noticing skills (Star & Strickland, 2008; Stockero, 2008; van Es & Sherin, 2002);
- Develop learning from teaching competencies (Santagata, Yeh, & Mercado, 2018)
- Develop a professional vision of ambitious instruction (Santagata & van Es, 2010; Sun & van Es, 2015; van Es et al., 2017);
- Discuss equity-based classroom practices (Aguirre, et al., 2013).
References
Aguirre, J. M., Turner, E. E., Bartell, T. G., Kalinec-Craig, C., Foote, M. Q., Roth McDuffie, A., & Drake, C. (2013). Making connections in practice: How prospective elementary teachers connect to children’s mathematical thinking and community funds of knowledge in mathematics instruction. Journal of Teacher Education, 64(2), 178-192.
Borko, H., Koellner, K., Jacobs, J., & Seago, N. (2011). Using video representations of teaching in practice-based professional development programs. ZDM, 43(1), 175-187.
Kellogg, M., & Kersaint, G. (2004). Creating a vision for the standards using online videos in an elementary mathematics methods. Contemporary Issues in Technology and Teacher Education, 4(1), 23-34.
Santagata, R. (2009). Designing video-based professional development for mathematics teachers in low-performing schools. Journal of Teacher Education, 60(1), 38-51.
Santagata, R., & Guarino, J. (2011). Using Video to Teach Future Teachers to Learn from Teaching. ZDM The International Journal of Mathematics Education, 43, 1, 133-145.
Seago, N., Mumme, J., & Branca, N. (2004). Learning and teaching linear functions: Video cases for mathematics professional development. Portsmouth, NH: Heinemann.
Santagata, R., Yeh, C., & Mercado, J. (2018). Preparing elementary school teachers to learn from teaching: A comparison of two approaches to mathematics methods instruction. Journal of the Learning Sciences, 27(3), 474-516.
Santagata, R., & van Es, E. A. (2010). Disciplined analysis of mathematics teaching as a routine of practice. AMTE Monograph, 7, 109-123.
Star, J. R., & Strickland, S. K. (2008). Learning to observe: Using video to improve preservice mathematics teachers’ ability to notice. Journal of Mathematics Teacher Education, 11(2), 107-125.
Stockero, S. L. (2008). Using a video-based curriculum to develop a reflective stance in prospective mathematics teachers. Journal of Mathematics Teacher Education, 11(5), 373-394.
Sun, J., & Van Es, E. A. (2015). An exploratory study of the influence that analyzing teaching has on preservice teachers’ classroom practice. Journal of Teacher Education, 66(3), 201-214.
van Es, E. A., Cashen, M., Barnhart, T., & Auger, A. (2017). Learning to notice mathematics instruction: Using video to develop preservice teachers’ vision of ambitious pedagogy. Cognition and Instruction, 35(3), 165-187.
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.