Abstract
Video is a common tool to support teacher learning, as it provides opportunity for reflection on teaching practices. Video clubs are one professional learning experience that integrates video, providing teachers an opportunity to collaboratively discuss videos from their teaching. However, few research studies have focused on the characteristics of videos used for teacher learning. We engaged teachers in a video club over the course of an academic year and analyzed the relationships between the videos teachers discussed and the complexity of the videos. Findings indicate teachers were less likely to select videos with higher complexity for discussion; however, they commonly discussed videos that included multiple participation structures for students. Teachers also discussed videos that included teacher questioning and scaffolding, student misconceptions, and those in which student thinking initially seemed inflexible. We provide the Video Complexity Framework for teacher educators and researchers to use to describe the complexity of the videos in teacher education.
Highlights
Video use to support teacher learning is a common practice internationally (Brophy, 2003; Christ, Arya, & Chiu, 2017; Goldman, Pea, Barron, & Derry, 2014)
We explored whether video complexity had an effect on video selection—meaning the content video a teacher noticed, or wrote about as a primary focus for discussion
We found a relationship between video complexity and selected videos, meaning those in which participants noticed a particular aspect or happening, and selected that content video and wrote about what they noticed on the Video Club Observation Protocol
Summary
Video use to support teacher learning is a common practice internationally (Brophy, 2003; Christ, Arya, & Chiu, 2017; Goldman, Pea, Barron, & Derry, 2014). Researchers have studied the inclusion of video for teacher learning experiences, finding that video application occurs across content and contexts (Christ et al, 2017). Video is often used as a representation of practice (Grossman et al, 2014) to provide teachers opportunity to view classroom happenings either from their own classrooms or from the classroom of others (Beisiegel, Mitchell, & Hill, 2018). Of the various adaptations of video to support educators, video clubs are one process used to elicit analytic thinking from teachers to support teachers’ future instructional practices (Luna & Sherin, 2017; Sherin & Han, 2004; van Es & Sherin, 2008)
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