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Designing, facilitating, and scaling-up video-based professional development: supporting complex forms of teaching in science and mathematics.

International journal of STEM education·2019
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A framework for planning and facilitating video-based professional development.

Miray Tekkumru-Kisa1, Mary Kay Stein2

  • 11School of Teacher Education & Learning Systems Institute, Florida State University, Tallahassee, FL USA.

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This study adapted the Five Practices Framework to guide science teachers in learning from instructional videos during professional development. Facilitator practices like monitoring and selecting videos helped teachers deepen their understanding of classroom interactions and student thinking.

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Area of Science:

  • Science Education
  • Teacher Professional Development

Background:

  • Transformative changes in science education necessitate new teacher learning opportunities.
  • Video clips of classroom instruction offer rich insights but require structured professional development (PD) for effective teacher learning.
  • The Five Practices Framework was adapted to guide facilitators in planning and executing video-based PD for science teachers.

Purpose of the Study:

  • To describe how PD facilitators plan and implement professional learning tasks using an adapted Five Practices Framework.
  • To help science teachers learn from carefully selected and discussed video clips of classroom instruction.
  • To support teachers in noticing and reasoning about key aspects of instruction and learning.

Main Methods:

  • Analysis of facilitator-led, participant-centered discussions in a video-based PD program.
  • Application of the Five Practices Framework, including anticipating, sequencing, monitoring, selecting, and connecting.
  • Observing how facilitators engaged teachers using specific facilitation moves.

Main Results:

  • Facilitators effectively used monitoring (clarifying, countering, redirecting), selecting, and connecting practices.
  • Selected video clips and discussions were consistent with PD goals.
  • Teachers demonstrated an increased capacity to connect to broader science teaching concepts by focusing on student cognitive demand.

Conclusions:

  • The study elaborates on five practices for planning and facilitating video-based PD in science.
  • The Five Practices Framework serves as a guide for teachers learning from videos.
  • A goal-driven, theory-informed design focusing on teacher thinking supports understanding of complex classroom interactions.