Re-using video records of practice in teacher professional development to engage in and develop mathematics teaching practice
Abstract: This paper examines two cases where existing classroom video records of practice (VRPs) were re-used to create simulated experiences in teacher professional development (PD). Although VRPs are commonly re-used as illustrations, shown to help teachers see or understand particular things more clearly (Suzuka, Frank, Crawford, & Yakel, 2018), in these two cases VRPs were leveraged to create simulated experiences, designed to engage teachers in doing particular teaching practices and thereby develop these practices. In one case, VRPs and other associated lesson artifacts were selected to engage teachers in the teaching practice of noticing (Sherin, Jacobs, Philipp, & Sherin, 2011). In the other case, the audio portion of a classroom video was employed to engage teachers in the practice of representing and recording content (Garcia et al., 2018). Why, what, and how VRPs were re-used, the affordances and challenges of such re-use, and some implications for VRP producers and providers are discussed.