Supporting teachers’ engagement with student thinking in teacher-captured video-based professional development environments: factors and implications

Abstract

ABSTRACT Video of teachers’ own classrooms is used in professional development (PD), with recent research pointing to the promise of teacher-captured video and collegial discourse in Video Clubs (VCs). Using a sequential explanatory mixed-methods design, this study investigated teachers’ engagement with student thinking during VCs, which were part of a PD model in which teachers captured and analysed their classroom videos and identified clips and questions to discuss in VCs. The discourse of two school teams revealed a marginally significant change in teachers’ focus on student thinking, interpretive stance and the specificity of their discourse over time. Additionally, features of the presenting teacher’s video case (e.g., case question specificity) appeared to have influenced teachers’ interpretive stance in making sense of student thinking. Potential factors contributing to teacher discourse and implications for designing and implementing VCs with teacher-captured video in fostering teachers’ engagement with student thinking are discussed.