Collective noticing: teachers’ experiences and reflection on a mathematics video club

Video kulübü aracılığıyla öğrencinin matematiksel düşünmesine dayalı öğretmenin fark etmesinin desteklenmesi

“…Many research findings show that noticing SMT is not a unique skill that teachers have or only acquire during their teaching experience (Jacobs et al, 2020;Jazby, 2020). However, research has shown that this skill can be learned through professional development programs (Jacobs et al, 2010) and improved (Amador et al, 2023, Guner & Akyuz, 2020. An increasingly common professional development process to support the ability to notice in this direction is VC, where teachers analyze their lesson videos as a group.…”

“…In recent years, there has been extensive research on the use of video, particularly for teacher education and professional development. Most of this research has focused on group contexts (Amador et al, 2023).VC is a process used by a group of teachers to analyze each other's or colleagues' lesson videos and reflect them into practice. The main purpose of VC is to support teachers to notice and interpret meaningful events in the classroom through video analysis (Van Es & Sherin, 2008).…”

“…Videos selected to be viewed at VC meetings play an essential role in influencing teachers' thinking . In most studies in the literature, selected video segments were shown instead of the whole video (e.g., Amador et al 2023, Jacobs et al, 2010van Es & Sherin, 2008. The use of video segments instead of whole video lesson is desirable for teachers to focus on the evidence in the video and to avoid initial assessment (Coles, 2019).…”

Professional learning by mathematics teachers through video-stimulated recall

“…Follow-up observation can be used to establish if a teacher acted on what he/she noticed and could spearhead more learning (Amador et al, 2021). Although not all the teachers would choose to adapt or adjust their teaching methods, after noticing areas in which they can improve, the noticing in itself could be viewed as professional growth (Amador et al, 2021).…”

“…Nevertheless, she decided to not change her practice. Amador et al (2021) alluded that all teachers would not necessarily choose to adapt or adjust their teaching methods after noticing areas that they can improve on. It can be categorised as being on the knowingly incompetent level, as she was aware of her time-consuming conduct but did not adjust her practice.…”