Video as a Professional Development Tool to Support Novice Teachers as They Learn to Teach English Language Learners

ABSTRACT

This two-year study investigated how an innovative video tool enhanced novice-teacher noticing abilities and instructional practice in relation to teaching mathematics to English language learners in third grade classrooms. Specifically, teachers viewed videos of their mathematics lessons that were filmed by Latino English language learners who wore head-mounted video cameras. Viewing and discussing these video clips through a collaborative partnership with a university teacher educator facilitated growth in who, what, and how teachers noticed and ultimately improved their teaching. We present an adapted framework from research on teacher noticing introduced by van Es (2011) and van Es and Sherin (2008) that focuses on English language learners.

KEYWORDS:

• Professional development
• reflective practitioner
• teacher thinking and knowledge

Additional information

Funding

This material is based upon work supported by the National Science Foundation under Grant Number DRL-0844556. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.