ABSTRACT
We describe how Project SIGMa teachers learned how to learn in the video formative feedback (VFF) process. The VFF debriefs – the conversations between the research team and participating teachers – aimed for exploratory dialogue about teaching. Thus, teachers needed to develop new ways to engage with and learn from VFFs. To illustrate this learning, we focus on three teachers' learning to learn: Greg Kahae, Lizette McLoughlin, and Veronica Kennedy, showing how they navigated what we described as the baggage of the binary, the notion that teaching is either good or bad instead of the more expansive onto-epistemic stance that teaching is highly situated, contextual, and uncertain. This expansive stance enabled teachers to develop and integrate concepts about instruction, as their exploratory conversations pressed them to articulate their pedagogical reasoning for their pedagogical actions and hold this against their pedagogical responsibilities. By making teaching discussable, teachers learned to weigh the many different factors at play in any given situation and account for how they might influence pedagogical actions. This allowed them to revise their diagnoses of different problems of practice, and the newly narrativized understandings supported reconceptualization.
