Teacher Learning in Online Video Discussions of Students' Engineering

• In Event: Moscone Center West Roundtable Session 6
  In Roundtable Session: Learning in Online Communities

Abstract

While discussions of classroom videos have been shown to support teachers’ learning to attend to student thinking, much depends on how teachers interpret the kind of activity they are engaged in—how they frame the video discussions. Therefore, finding ways to negotiate framing in asynchronous online environments is a central challenge, with few back-and-forth exchanges and limited channels of communication. In an online program for in-service teachers in engineering, we developed conjectures for how to support their framing of video discussions as opportunities to make sense of student thinking. Analyzing their written comments, we show shifts in their framing from the start to end of the course, with teachers more frequently making sense of students’ engineering in later video discussions.

Authors

• Jessica Watkins, Vanderbilt University

• Merredith Desiree Portsmore, Tufts University