History classrooms remain stubbornly resistant to instructional change. We explored whether using classroom video to help teachers identify curriculum-embedded opportunities for student discourse improved their understanding and facilitation of document-based historical discussions. We observed a relationship between teachers’ capacity to notice curriculum-embedded opportunities for student discourse in classroom videos and their growth in enacting document-based history discussions. For three of four teachers, the intervention appeared to improve both their analysis of document-based discussion facilitation and their enactment of the practice. Teachers’ incoming proficiency and familiarity with document-based history instruction appeared to inform their experience throughout the intervention. We discuss implications for practice and future research on professional development for history teachers.

中文翻译：

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使用视频突出学生话语的课程嵌入机会

历史课堂仍然顽固地抵制教学变革。我们探讨了使用课堂视频来帮助教师识别课程嵌入的学生话语机会是否能提高他们对基于文档的历史讨论的理解和促进。我们观察到教师在课堂视频中注意到课程嵌入的学生话语机会的能力与他们在制定基于文件的历史讨论中的成长之间的关系。对于四名教师中的三名，干预似乎改善了他们对基于文件的讨论促进的分析和他们对实践的实施。教师对基于文件的历史教学的熟练程度和熟悉程度似乎影响了他们在整个干预过程中的经验。