Facilitating Video-Based Professional Development: Planning and Orchestrating Productive Discussions

Borko, Hilda; Jacobs, Jennifer; Seago, Nanette; Mangram, Charmaine

doi:10.1007/978-3-319-04993-9_16

Cited by 49 publications

(69 citation statements)

References 17 publications

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“…Like other records of practice, such as examples of student work and instructional materials, video provides an opportunity for teachers to collaboratively study their practice without being physically present in the classroom (Borko et al, 2014). Clips from videotaped classroom episodes can be viewed repeatedly and from multiple perspectives, enabling teachers to closely examine classroom interactions, as well as the content addressed in the lessons, and to discuss ideas for improvement.…”

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confidence: 99%

Practice What You Teach: A Video-Based Practicum Model of Professional Development for Elementary Science Teachers

Berson¹,

Borko²,

Million³

et al. 2018

Orbis Scholae

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This study examines an innovative professional development program that provides teachers with an opportunity to practice pedagogical strategies in a low stakes classroom context. Elementary teachers participated in a one-week summer Institute and two-week Practicum focused on learning strategies for facilitating scientific discourse and argumentation in their classrooms. During the Practicum, teachers taught lessons in a summer program for elementary school students and engaged in daily video-based discussions to reflect on their instruction. This study identified the instructional practices that were most emphasized during the Institute and examined the extent to which teachers took up those practices during the subsequent practicum experience. A classroom vignette illustrates how one teacher engaged her students in the discourse practices, and a coaching vignette portrays her video reflection group's discussion of the episode. Findings suggest that the focal instructional practices were taken up to different degrees during the Practicum, and that opportunities for practice and reflection are potentially valuable features of professional development programs. The project illustrates the value of video as a tool for both professional development and research.Keywords: professional development, science talk, pedagogy, science education, science instruction, classroom video DOI: 10.14712/23363177.2015.79 A growing body of empirical research on the structure, content and outcomes of effective professional development (PD) provides insights about the characteristics of programs that provide high-quality, high-impact learning opportunities for teachers. As Desimone (2009) argues, "there is a research consensus on the main features of professional development that have been associated with changes in knowledge, practice, and, to a lesser extent, student achievement" (p. 183). These features include: 1) a focus on subject matter content and how students learn that content;

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confidence: 99%

Practice What You Teach: A Video-Based Practicum Model of Professional Development for Elementary Science Teachers

Berson¹,

Borko²,

Million³

et al. 2018

Orbis Scholae

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“…A change in the relationships of these processes is never neutral, as it always transforms the possibilities aiming to negotiate meanings that structure learning. As with CoPs, several studies point to the potential of using multimedia resources, especially the video media, as a tool for teacher learning in professional development contexts (Borko et al, 2014;Calandra & Rich, 2015;Cyrino, 2016a;van Es & Sherin, 2008, 2009. These studies show that the exploration of video media can inspire teachers to reflect on the complexity of interactions in the classroom, associating them with their own pedagogical experiences.…”

Section: Cop Learning and Exploration Of Multimedia Resourcesmentioning

confidence: 99%

“…Mariana drew attention to the student's posture during this phase, that should be respectful among peers (Sullivan & Mornane, 2014), so that she is able to organize her ideas and to communicate them. For Borko et al (2014), the discussions that take place in the classroom are intentionally constituted through students' thinking, which is another challenging task for teachers.…”

Section: Negotiation Of Meanings Regarding Exploration Of the Class Smentioning

confidence: 99%

Mathematics teachers’ learning on Exploratory Teaching: analysis of a Multimedia Case in a Community of Practice

2020

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This article aim is to investigate what professional learning regarding Exploratory Teaching (ET) perspective was revealed by Mathematics teachers, in a Community of Practice (CoP). In a context intended to promote teachers’ professional development, a multimedia resource integrating real classroom situations was used to promote discussion and learning. Qualitative research has been carried out with an audio recording of the group meetings and the written productions elaborated by the teachers. The learning related to the Exploratory Teaching perspective revealed by the teachers is associated to the actions and roles of the teacher, the student’s role, classroom management and the relevance of lesson planning in teacher’s practice. The involvement in the CoP favored teachers to rethink and question some of their actions during the lessons and to notice essential aspects of ET perspective and to connect them with their experiences from the classroom. The results show that the constitution of a CoP around the exploration of a multimedia case in professional development contexts can be a facilitator for the learning of its members.

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“…This shift from classroom teacher to instructional coach raises questions about the knowledge needed to support teacher learning and the central practices that are involved in doing so. At the same time, professional development providers have access to a wide array of choices regarding videofrom online platforms (e.g., Edthena) and video libraries (e.g., TeachingChannel) to more and less structured videobased programs (Borko et al, 2014). Examining facilitation of video-based programs across different contexts, as these articles do, is critical in order for us to begin to understand the nature of the demands of video-based facilitation.…”

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confidence: 99%

“…An emerging literature on facilitation has begun to document the knowledge and practices for leading professional development (Jackson et al, 2015;Elliott et al, 2009;Lesseig et al, 2016) with a growing body of work beginning to characterize the knowledge and practices for using video with teachers (van Es et al, 2014;Borko et al, 2014;Selmer et al, 2016;Zhang et al, 2011). What is unique about this set of articles, however, is that, as Tekkumru-Kisa and Stein explain in their preface to the special issue, the studies range in the distance from the designer's initial work and in the degree to which they involve efforts to "scale up."…”

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Bringing facilitation into view

Sherin

2017

IJ STEM Ed

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The articles in this volume reflect the continued popularity of video in professional development and raise important questions about how to situate video productively in varied contexts. Together, they highlight the complexity of expanding video-based professional development beyond designers and the challenges that designers and facilitators experience as they prepare others to lead teacher learning in these settings. In this commentary, we examine how these papers advance research on facilitation of professional development, with a particular focus on the issues for using video productively with teachers. We conclude by raising several issues for future research.

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Facilitating Video-Based Professional Development: Planning and Orchestrating Productive Discussions

Cited by 49 publications

References 17 publications

Practice What You Teach: A Video-Based Practicum Model of Professional Development for Elementary Science Teachers

Practice What You Teach: A Video-Based Practicum Model of Professional Development for Elementary Science Teachers

Mathematics teachers’ learning on Exploratory Teaching: analysis of a Multimedia Case in a Community of Practice

Bringing facilitation into view

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