Taking an Interactive Analysis Approach to Teacher Learning in a Video Club

• In Event: Poster Session 7
  In Poster Session: Learning Sciences SIG Poster Session

Abstract

Teacher video clubs are a form of professional development that have gained popularity over the past two decades. This form of PD is largely familiar in mathematics teacher learning contexts. Researchers attribute this gain in popularity to the affordances of video and the potential impact such can have on teacher learning and practice. While we agree that learning has occurred in these contexts, there is little work that addresses the process by which learning occurred or how the video club context supported learning. The goal of this paper is to use methods from interaction analysis to take a closer look at video club interaction in order to gain a more thorough understanding of the learning that occurs in this context.

Authors

• Janet Dawn Kim Walkoe, University of Maryland

• Melissa J. Luna, West Virginia University