ABSTRACT Video is used widely to support teachers’ learning and enactment of responsive instruction. Informed by principles of video club design, we designed a video club to support secondary science teachers developing a vision of responsive teaching, attention to student thinking, and a critical discourse to analyze their own and others’ efforts to enact responsive practices. In this study, we investigate if and how teachers developed a critical discourse in this context. Analysis reveals that the group developed a more collaborative, interpretive, and evidence-based discourse about teaching and learning. These findings contribute to research on video clubs as a professional development model to support teacher learning, as well as make visible how teachers shifted to develop a more critical lens for discussing teaching and learning. This study has implications for designing professional learning that will result in sustained, generative development in the context of instructional reform.

中文翻译：

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发展关于教与学的批判性话语：中学科学视频俱乐部的案例

摘要 视频被广泛用于支持教师的学习和响应式教学的制定。根据视频俱乐部设计的原则，我们设计了一个视频俱乐部，以支持中学科学教师发展响应式教学的愿景、关注学生思维和批判性话语，以分析他们自己和他人为制定响应式实践所做的努力。在这项研究中，我们调查教师是否以及如何在这种背景下发展批判性话语。分析表明，该小组开发了一种关于教学和学习的更具协作性、解释性和基于证据的话语。这些发现有助于将视频俱乐部作为支持教师学习的专业发展模式的研究，并揭示教师如何转变为讨论教学和学习的更具批判性的镜头。