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.

这项研究将网络使用情况数据与来自41名参与者的访谈进行了比较，这些参与者是在线专业开发网站“日常数学”的成员虚拟学习社区（VLC），以探索小学教师如何从课堂视频中学习。网络使用情况数据显示，发布到VLC的围绕视频的评论稀疏且水平不高，这可能表明缺乏对视频的认真关注。但是，访谈数据表明，参与者认为他们从该资源中学到了东西。参与者报告说，视频为他们提供了观看和反思模型课程，计划课程并考虑学生思维以及其他学习成果的机会。参与者还确定了阻止他们向网站发布评论以传达他们的学习知识的关键因素。这些结果不仅可以用来了解教师如何从课堂视频中了解自己的学习，