ABSTRACT

This study examines the results of the first phase of a multi-year programme to integrate the use of video to support induction coaches in a suburban school district. Seven coaches participated in a video club in which they analysed videos of both their coaching conversations and mentees’ classrooms. A typological analysis of interview and video club meeting transcripts revealed perceived benefits of participation in the video club on the coaches’ sense of professional community and the quality of coaching conversations. Coaches also noted reviewing video with mentees stimulated changes in their mentees’ classroom practice. Positioning themselves as learners learning from video alongside mentees created a more egalitarian relationship between coach and mentee. The ‘pragmatic’ professional development design privileged coaches’ autonomy and agency and emphasised developing coaching concepts rather than discrete routines. Obstacles to using video included logistical issues related to video capture as well as the time needed to establish trusting relationships with mentees. Further exploration of the video club model for teacher leader development will inform theories of teacher learning and professional development design.

摘要

本研究调查了一项多年计划第一阶段的结果，该计划旨在整合使用视频来支持郊区学区的入职教练。七位教练参加了一个视频俱乐部，他们在其中分析了教练对话和学员课堂的视频。访谈和视频俱乐部会议记录的类型分析揭示了参与视频俱乐部对教练专业社区意识和教练对话质量的感知好处。教练们还指出，与学员一起回顾视频刺激了学员课堂实践的变化。将自己定位为与学员一起从视频中学习的学习者，在教练和学员之间建立了更加平等的关系。“务实”的专业发展设计赋予教练的自主权和能动性，并强调发展教练概念而不是离散的例行程序。使用视频的障碍包括与视频捕获相关的后勤问题以及与学员建立信任关系所需的时间。进一步探索用于教师领导者发展的视频俱乐部模型将为教师学习和专业发展设计的理论提供信息。