ABSTRACT
A number of professional development environments have been designed to engage teachers in video-based analysis of teaching as a way to help teachers develop pedagogical content knowledge and mathematical content knowledge for teaching, as well as skills related to noticing and analyzing teaching and learning (e.g., Borko et al., 2005; Hatch & Grossman, 2009; Santagata, 2009; Seago, Mumme, & Branca, 2004; Star & Strickland, 2008; van Es & Sherin, 2008). The bulk of this research has focused on detailing teachers’ learning (e.g., Goldsmith & Seago, 2011; Santagata, 2009; Sherin & Han, 2004; Sherin & van Es, 2009). Relatively little is known, however, about how professional development facilitators create the contexts that promote such learning (Borko, Jacobs, Seago, & Mangram, in press; Goldsmith & Seago, 2008, 2011). In this paper we address this under-explored issue by examining how facilitators shape, focus, and support teachers’ use of video to inquire into mathematics learning and teaching, using two professional development seminars as cases for our analysis—one group participated in a seminar based on the Learning and Teaching Linear Functions materials (Seago et al., 2004), and the second group examined video from their own classrooms as part of a video club (van Es & Sherin, 2008).
