TY - JOUR
T1 - Teacher voices from an online elementary mathematics community
T2 - examining perceptions of professional learning
AU - Beilstein, Shereen Oca
AU - Henricks, Genevieve M.
AU - Jay, Victoria
AU - Perry, Michelle
AU - Bates, Meg Schleppenbach
AU - Moran, Cheryl G.
AU - Cimpian, Joseph Robinson
N1 - Funding Information:
This material is based upon work supported by the National Science Foundation under Grant No. 1621253. We owe gratitude to the VLC members who took time to participate in interviews, which constituted the data source for this research. We thank Paul Beilstein, Jennifer Greene, Ariana Kamberelis, Ann Renninger, Linda Sims, and Jim Stigler for their thoughtful feedback at various points throughout the research process.
Publisher Copyright:
© 2020, Springer Nature B.V.
PY - 2021/6
Y1 - 2021/6
N2 - This study compares web usage data with interviews from 41 participants, who are members of an online professional development site called the Everyday Mathematics Virtual Learning Community (VLC), to explore how elementary school teachers learn from classroom video. Web usage data reveal that the commentary surrounding video posted to the VLC is sparse and surface level, possibly indicating a lack of serious attention to the videos. Interview data, however, indicate that participants felt they learned from this resource. Participants reported that the videos provided them with the opportunity to view and reflect on model lessons, plan curricula, and consider student thinking, among other learning outcomes. Participants also identified key factors that prevented them from posting comments to the site to convey their learning. These results can be used to understand not only how teachers perceive their own learning from classroom video, but also to redesign online professional development experiences to promote expression of that learning.
AB - This study compares web usage data with interviews from 41 participants, who are members of an online professional development site called the Everyday Mathematics Virtual Learning Community (VLC), to explore how elementary school teachers learn from classroom video. Web usage data reveal that the commentary surrounding video posted to the VLC is sparse and surface level, possibly indicating a lack of serious attention to the videos. Interview data, however, indicate that participants felt they learned from this resource. Participants reported that the videos provided them with the opportunity to view and reflect on model lessons, plan curricula, and consider student thinking, among other learning outcomes. Participants also identified key factors that prevented them from posting comments to the site to convey their learning. These results can be used to understand not only how teachers perceive their own learning from classroom video, but also to redesign online professional development experiences to promote expression of that learning.
KW - Educational technology
KW - Elementary mathematics education
KW - Online professional development
KW - Teacher education
UR - http://www.scopus.com/inward/record.url?scp=85084669022&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85084669022&partnerID=8YFLogxK
U2 - 10.1007/s10857-020-09459-z
DO - 10.1007/s10857-020-09459-z
M3 - Article
AN - SCOPUS:85084669022
SN - 1386-4416
VL - 24
SP - 283
EP - 308
JO - Journal of Mathematics Teacher Education
JF - Journal of Mathematics Teacher Education
IS - 3
ER -