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Using Video to Support Teachers' Ability to Interpret Classroom Interactions

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Sherin, M. & van Es, E. (2002). Using Video to Support Teachers' Ability to Interpret Classroom Interactions. In D. Willis et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2002 (pp. 2532-2536). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/17741.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2002
Nashville, Tennessee, USA
2002
ISBN 1-880094-44-4
  Dee Anna Willis, Jerry Price & Niki Davis
AACE

More Information on SITE
Table of Contents

Authors

Miriam Sherin, Elizabeth van Es, Northwestern University, USA

Abstract

Video has become an important tool for working with both pre-service and in-service teachers. In some cases, video is used to demonstrate new ways that teachers can explore specific content areas with students. In other cases, video is used to illustrate a particular classroom process such as discourse or problem. Common to both of these approaches is an emphasis on helping teachers learn what to do in the classroom. In contrast, we examine how video can be used to help pre-service and in-service teachers learn to notice what is happening in their classrooms. We claim that this ability to notice is critical in the context of current mathematics and science education reforms. Specifically, reform calls for an adaptive style of instruction in which teachers are able interpret classroom interactions as they occur and then use that information to make pedagogical decisions in the midst of instruction. In this paper, we present data from two related studies. In the first study, middle-school mathematics teachers met monthly in a video club in which they shared and discussed excerpts of videos from their classrooms. In the second study, a group of pre-service high-school mathematics and science teachers used a new video analysis support tool called VAST to examine excerpts of video from their own and others' classrooms. In both cases, we found changes over time in what the teachers noticed and in how they interpreted these events. This research adds to our theoretical understanding of the role of video in teacher education and also provides direction for the development of new forms of video-based professional development activities.

Keywords

• Middle School Education
• Information Sciences
• Mathematics
• Professional Development
• Video

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