Teacher Learning in a Combined Professional Development Intervention

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Abstract

The study examines geometry teachers’ video club discussions in a two-year professional development intervention that combined lesson study, video clubs, and animation discussions to promote teacher noticing of students’ prior knowledge. Most discussions pertained to students’ conceptions (78%), followed by pedagogy (19%). Teacher learning was evident with more teacher-initiated discussion of student conceptions in the second year. Discussion of students’ prior knowledge surfaced only when talking about student conceptions or pedagogy. Teacher-initiated discussions of students’ prior knowledge were more substantial. The findings suggest the effectiveness of the combined model for supporting teachers’ attention to student thinking.

Authors

• Gloriana Gonzalez, University of Illinois at Urbana-Champaign

• Lisa Skultety, University of Illinois at Urbana-Champaign