The study examines geometry teachers' video club discussions in a two-year professional development intervention that combined lesson study, video clubs, and animation discussions to promote teacher noticing of students' prior knowledge. Most discussions pertained to student conceptions (78%), followed by pedagogy (19%). Discussion of students' prior knowledge surfaced only when talking about student conceptions or pedagogy. There was statistically significant evidence that teacher-initiated discussions of students' prior knowledge were more substantial than facilitator-initiated discussions. The findings suggest that the professional development model and the facilitators’ moves promoted and sustained teacher noticing of student thinking throughout the intervention.
Teaching and Teacher Education – Elsevier
Published: Apr 1, 2018
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