Videos in teacher professional development: fostering an international community of practice

This working session seeks to address questions that emerged from the Discussion Group ‘Videos in Teacher Professional Development’ at the 13th International Congress on Mathematical Education (Leong, Ho & Evans, ICME13, 24-31 July 2016, Hamburg). The ICME13 Discussion Group considered experiences from a number of international projects using videos to observe teacher practice for professional development (PD) purposes including:

The use of recorded lectures for PD in undergraduate mathematics at the University of Auckland, a collaborative project between research mathematicians and mathematics educators (Barton, Oates, Paterson & Thomas, 2015), based on the theoretical Resources, Orientations and Goals (ROG’s) framework developed by Schoenfeld (2010;  A cross-institutional study using videos to aid tutor reflection by King & Lonsdale in Australia (First Year in Maths project, King & Cattlin, 2017);

The use of a video databank, based on the Japanese Lesson-Study approach, with pre-service teachers in Singapore (Ho, Leong & Ho, 2015);

Using the Mathematical Quality of Instruction (MQI) observational tool with elementary teachers in the Pacific Northwest and New England in the USA, as a lens to discuss mathematics instruction (Hill et al., 2012);
Gaps in PD provision identified by the TEMPEST project in Australia, which examines the extent and quality of PD opportunities for mathematics teachers (Reaburn, Kilpatrick, Fraser, Beswick, & Muir, 2016)