ABSTRACT
Using our framework for teacher learning as concept development, we critique the current research on professional development and ground our own study's design. Research on professional development has, on the whole, underconceptualized teacher learning, instead relying on correlational findings that yield checklists of high-quality professional development. By partnering with a professional development organization (PDO) that meets the current criteria, our study stood to extend the field's knowledge of quality professional development. In particular, we used a learning environment perspective to develop design conjectures that informed our intervention. We outline these conjectures and present our design for video formative feedback (VFFs) that aimed to help teachers and the research team co-inquire into their instructional practice. We describe the research participants and their schools, along with our study design.
