Using Video to Support Teachers’ Ability to Notice Classroom Interactions

This article examines how video can be used to help preservice and inservice teachers learn to notice what is happening in their classrooms. Data from two related studies are presented. In the first study, middle-school mathematics teachers met monthly in a video club in which they shared and discussed excerpts of videos from their classrooms. In the second study, a group of preservice high-school mathematics and science teachers used a new video analysis support tool called VAST to examine excerpts of video from their own and others' classrooms. In both cases, there were changes over time in what the teachers noticed and in how they interpreted these events. This research adds to the theoretical understanding…