Enhancing teachers' noticing around mathematics teaching practices through video-based lesson study with peer coaching
Enhancing teachers' noticing around mathematics teaching practices through video-based lesson study with peer coaching
复制标题
通过视频课程学习和同伴辅导，提高教师对数学教学实践的关注
DOI：
10.1108/ijlls-09-2020-0073
复制
发表时间：
2021
影响因子：
1.3
通讯作者：
Sara Birkhead
中科院分区：
文献类型：
--
作者：
Jennifer Suh;Melissa A. Gallagher;Laurie Capen;Sara Birkhead
目的：本研究的目的是检查教师在自己制定的八种高杠杆实践中注意到了什么，以及参与基于视频的课程学习时教师与同伴之间的互动模式。设计/方法/途径：每位教师将一堂课的视频教授并上传到一个平台，该平台允许其课程学习团队进行视频注释。共有九个课程学习团队。这项研究采用定性设计来检查教师对自己视频的评论以及课程学习团队中同伴之间的评论模式调查结果：教师注意到了在以下方面的积极实例和成长机会：使用和连接数学表示、提出有目的的问题以及支持学生的富有成效的斗争。分析显示了一种交流模式，其中同伴作为关键同伴进行辅导、验证、同理心，并推动彼此超越他们的舒适区研究局限性/含义：虽然并非所有课程学习团队都是由学校团队组成，并且教师分享了他们的教学简短记录，但这项研究有助于理解如何通过使用视频可以帮助教师注意到他们的教学实践实例，同伴可以互相支持并推动彼此实现雄心勃勃的教学未来的研究可以通过调查基于视频的课程学习对偏远地区可能没有专业学习网络的教师的影响来扩展这项工作实际意义：基于视频的 LS 可能有助于克服实施课程研究的障碍，例如安排共同的课程观察释放时间的挑战以及为释放时间资助代课教师的经济负担原创性/价值：COVID-19 的当前现实为数学创造了机会鉴于这种破坏，作者提出了一种利用基于视频的课程学习（LS；Lewis，2002）和同伴辅导的创新模式，为数学研究人员和教师从业者提供具有方法论考虑的 PD 机会。这种在线 LS 模型可以使用八种教学实践来分析学生思维并学习如何在在线环境中教授丰富的任务 通过他们的论文，作者将详细介绍在线 LS 的必要特征，特别是使用 Goreact 等视频注释工具，以及如何使用视频来增强数学教学实践的专业学习（MTPs；NCTM，2014）以及对学生思维的关注（Jacobs 等，2010；Sherin 和 van Es，2009；van Es 和Sherin, 2002, 2008) 此外，作者将记录在线 LS 社区中建立的规范，这些规范影响了 LS 团队的协作并建立了牢固的同伴辅导关系。在线 LS PD 设计还支持来自不同背景的教师的协作，促进专业成长，并展示教育工作者如何利用同伴教练作为学校内的社会资本来沿着专业连续体发展教师。© 2020，Emerald Publishing Limited
Purpose: The purpose of this study is to examine what teachers notice in their own enactment of eight high leverage practices as well as the patterns of interactions between the teachers and their peers when participating in video-based lesson study Design/methodology/approach: Each teacher taught and uploaded video from one lesson to a platform, which allowed video annotation, for their lesson study team There were nine lesson study teams This study used a qualitative design to examine the teachers' comments on their own videos as well as the patterns in the comments between peers on lesson study teams Findings: Teachers noticed both positive instantiations as well as opportunities for growth in their enactment of: using and connecting mathematical representations, posing purposeful questions and supporting students' productive struggle Analysis displayed a pattern of exchanges where peers coached, validated, empathized and pushed each other beyond their comfort zone as critical peers Research limitations/implications: Although not all lesson study teams were made up of school-based teams and the teachers shared short recordings of their teaching, this research contributes to the understanding of how adapting lesson study by using video can help teachers notice their instantiation of teaching practices and peers can support and push one another towards ambitious instruction Future research could extend this work by investigating the impact of video-based lesson study on teachers in isolated areas who may not have professional learning networks Practical implications: Video-based LS may help to overcome barriers to the implementation of lesson study, such as the challenge of scheduling a common release time for lesson observation and the financial burden of funding substitute teachers for release time Originality/value: The current realities of COVID-19 creates an opportunity for mathematics educators to reimagine teacher professional development (PD) in ways that push the field forward In light of this disruption, the authors propose an innovative model of utilizing video-based Lesson Study (LS;Lewis, 2002) with peer coaching to offer PD opportunities with methodological considerations for both mathematics researchers and teacher practitioners The authors document and analyze a collection of online LSs that were taught by a focal teacher and recorded for the peers in the LS group Video-based LS PD structure allowed the authors to examine how they can leverage this online model of LS to analyze student thinking and learn about teaching rich tasks in an online environment using eight teaching practices Through their paper the authors will detail the necessary features of online LS specifically using a video annotation tool like Goreact and how video can be used to enhance the professional learning of the mathematics teaching practices (MTPs;NCTM, 2014) and the noticing of student thinking (Jacobs et al , 2010;Sherin and van Es, 2009;van Es and Sherin, 2002, 2008) In addition, the authors will document the norms that were established in the online LS community that impacted collaboration of LS teams and developed strong peer coaching relationships The online LS PD design also supports collaboration of teachers from varying contexts, promotes professional growth and demonstrates how educators might leverage peer coaches as social capital within their schools to develop teachers along the professional continuum © 2020, Emerald Publishing Limited