Are There Differences in Quality of Teacher Team Conversations When Analyzing Peer Versus Other Videos?

• In Event: Fairmont Roundtable Session Eighteen
  In Roundtable Session: Rehearsing and Conversing to Reposition Teaching and Learning (Table 6)

Abstract

Collaborative analysis of classroom videos has become an integral part of many teacher professional development (PD) programs. In this study, I employed quantitative, comparative research methods to compare the qualities of teacher team discussions when they analyze video-clips of team members (Peer Video, PV) versus video clips of unknown teachers (Other Video, OV). The data included 28 audio-recorded, fully transcribed, video-based discussions (14 PV and 14 OV) collected in 28 teacher-led, teacher teams. The findings show that despite expectations for differences, PV and OV, result in roughly similar teacher team discussions on most of the parameters explored. The lack of systematic differences between PV and OV video-analysis conversations has important implications and contradicts what was proposed by previous research.

Author

• Miriam Babichenko, Hebrew University of Jerusalem
  Presenting Author