Effects of Video Club Participation on Teachers' Professional Vision
Effects of Video Club Participation on Teachers' Professional Vision
复制标题
参加视频俱乐部对教师职业愿景的影响
DOI：
10.1177/0022487108328155
复制
发表时间：
2009
影响因子：
3.9
通讯作者：
E. V. Es
中科院分区：
文献类型：
--
作者：
M. Sherin;E. V. Es
本研究探讨数学教师在视讯专业发展环境下的学习。特别是，作者探讨教师是否发展专业视野，注意和解释课堂互动的重要特征的能力，因为他们参加了视频俱乐部。这项研究的分析基于为期两年的视频俱乐部的数据，在这个俱乐部里，老师们每月聚会一次，观看和讨论彼此课堂上的视频摘录。在视频俱乐部会议、视频俱乐部会议之外的访谈和教师的教学实践中，我们发现参加视频俱乐部对教师的专业愿景有影响。这些结果表明，专业视野是研究教师视频学习的有效视角。此外，本文还说明了视频俱乐部有可能以超出视频俱乐部会议本身界限的方式支持教师学习。
This study investigates mathematics teacher learning in a video-based professional development environment called video clubs. In particular, the authors explore whether teachers develop professional vision, the ability to notice and interpret significant features of classroom interactions, as they participate in a video club. Analysis for the study is based on data from two year-long video clubs in which teachers met monthly to watch and discuss video excerpts from each others' classrooms. Participating in a video club was found to influence the teachers' professional vision as exhibited in the video club meetings, in interviews outside of the video club meetings, and in the teachers' instructional practices. These results suggest that professional vision is a productive lens for investigating teacher learning via video. In addition, this article illustrates that video clubs have the potential to support teacher learning in ways that extend beyond the boundaries of the video club meetings themselves.