Collaborative Video Inquiry as Teacher Educator Professional Development
Authors
Laura Baecher
Hunter College of the City University of New York
Shiao-Chuan Kung
Hunter College of the City University of New York
Abstract
Video analysis of teaching finds robust support in the research literature on teacher--rather than teacher educator--professional learning. In this paper, we explored the impact on faculty of interdisciplinary conversations on teaching practice, anchored in video artifacts of teaching produced by teacher candidates. Interdisciplinary groups of elementary and secondary teacher educators included faculty specializing in English language learners. Findings indicated that features such as interdisciplinarity, use of common language to discuss teaching practice, and video analysis facilitated peer-to-peer learning among teacher education faculty. This research adds to our understanding of how teacher educators might view collaborative video review and use it as an innovative form of professional development to improve teacher education.
Author Biographies
Laura Baecher, Hunter College of the City University of New York
Assistant Professor, Department of Curriculum and Teaching
Shiao-Chuan Kung, Hunter College of the City University of New York
