Purpose

The purpose of this study is to examine what teachers notice in their own enactment of eight high leverage practices as well as the patterns of interactions between the teachers and their peers when participating in video-based lesson study.

Design/methodology/approach

Each teacher taught and uploaded video from one lesson to a platform, which allowed video annotation, for their lesson study team. There were nine lesson study teams. This study used a qualitative design to examine the teachers' comments on their own videos as well as the patterns in the comments between peers on lesson study teams.

Findings

Teachers noticed both positive instantiations as well as opportunities for growth in their enactment of: using and connecting mathematical representations, posing purposeful questions and supporting students' productive struggle. Analysis displayed a pattern of exchanges where peers coached, validated, empathized and pushed each other beyond their comfort zone as critical peers.

Research limitations/implications

Although not all lesson study teams were made up of school-based teams and the teachers shared short recordings of their teaching, this research contributes to the understanding of how adapting lesson study by using video can help teachers notice their instantiation of teaching practices and peers can support and push one another towards ambitious instruction. Future research could extend this work by investigating the impact of video-based lesson study on teachers in isolated areas who may not have professional learning networks.

Practical implications

Video-based LS may help to overcome barriers to the implementation of lesson study, such as the challenge of scheduling a common release time for lesson observation and the financial burden of funding substitute teachers for release time.

Originality/value

The current realities of COVID-19 creates an opportunity for mathematics educators to reimagine teacher professional development (PD) in ways that push the field forward. In light of this disruption, the authors propose an innovative model of utilizing video-based Lesson Study (LS; Lewis, 2002) with peer coaching to offer PD opportunities with methodological considerations for both mathematics researchers and teacher practitioners. The authors document and analyze a collection of online LSs that were taught by a focal teacher and recorded for the peers in the LS group. Video-based LS PD structure allowed the authors to examine how they can leverage this online model of LS to analyze student thinking and learn about teaching rich tasks in an online environment using eight teaching practices. Through their paper the authors will detail the necessary features of online LS specifically using a video annotation tool like Goreact and how video can be used to enhance the professional learning of the mathematics teaching practices (MTPs; NCTM, 2014) and the noticing of student thinking (Jacobs et al., 2010; Sherin and van Es, 2009; van Es and Sherin, 2002, 2008). In addition, the authors will document the norms that were established in the online LS community that impacted collaboration of LS teams and developed strong peer coaching relationships. The online LS PD design also supports collaboration of teachers from varying contexts, promotes professional growth and demonstrates how educators might leverage peer coaches as social capital within their schools to develop teachers along the professional continuum.

中文翻译：

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通过基于视频的课程学习和同伴指导，增强教师对数学教学实践的关注

目的

这项研究的目的是检验教师在制定八项高杠杆率实践时应注意的内容，以及参与基于视频的课程学习时教师与同伴之间的互动模式。

设计/方法/方法

每位老师为自己的课程学习小组讲授视频并将视频从一个课程上传到一个平台，该平台允许视频注释。有九个课程学习小组。这项研究使用定性设计来检查教师对自己的视频的评论以及课程学习团队中同伴之间评论的模式。

发现

教师在制定以下方面时，既注意到积极的实例，也注意到了成长的机会：使用和连接数学表示法，提出有目的的问题并支持学生的生产性奋斗。分析显示了一种交流模式，在这种交流中，同伴作为关键同伴进行指导，验证，同情并互相推动超出了自己的舒适范围。

研究局限/意义

尽管并非所有的课程学习团队都由校本团队组成，并且老师们共享了他们的简短教学记录，但这项研究有助于理解如何通过视频来适应课程学习如何帮助教师注意到他们的教学实践实例，而同龄人可以支持并互相推动以进行雄心勃勃的教学。未来的研究可以通过调查基于视频的课程研究对偏远地区可能没有专业学习网络的教师的影响来扩展这项工作。

实际影响

基于视频的LS可能有助于克服实施课程学习的障碍，例如计划安排公共发布时间进行课程观察所面临的挑战，以及为替代教师提供资金的财务负担。

创意/价值

COVID-19的当前现实为数学教育者提供了一个机会，以推动该领域前进的方式重新构想教师的专业发展（PD）。鉴于这种破坏，作者提出了一种创新的模型，该模型利用基于视频的课程学习（LS； Lewis，2002）和同伴指导，为数学研究人员和教师提供了具有方法论考虑的PD机会。作者记录并分析了一组在线LS，这些在线LS由一位重点老师教授并记录在LS组的同龄人中。基于视频的LS PD结构允许作者检查他们如何利用LS的在线模型来分析学生的思维，并学习使用八种教学实践在在线环境中教授丰富的任务。et al。，2010; Sherin和van Es，2009年；van Es and Sherin，2002，2008）。此外，作者还将记录在线LS社区中建立的规范，这些规范影响了LS团队的协作并建立了牢固的同伴教练关系。在线LS PD设计还支持来自不同背景的教师合作，促进专业发展，并展示了教育工作者如何利用同级教练作为学校内部的社会资本来沿着专业连续性发展教师。