Participating in discussions of classroom video can support teachers to attend to student thinking. Central to the success of these discussions is how teachers interpret the activity they are engaged in—how teachers frame what they are doing. In asynchronous online environments, negotiating framing poses challenges, given that interactions are not in real time and often require written text. We present findings from an online course designed to support teachers to frame video discussions as making sense of student thinking. In an engineering pedagogy course designed to emphasize responsiveness to students’ thinking, we documented shifts in teachers’ framing, with teachers more frequently making sense of, rather than evaluating, student thinking later in the course. These findings show that it is possible to design an asynchronous online course to productively engage teachers in video discussions and inform theory development in online teacher education.

参与课堂视频的讨论可以帮助教师关注学生的思维。这些讨论取得成功的核心是教师如何解释他们所从事的活动——教师如何构建他们在做什么。在异步在线环境中，考虑到交互不是实时的并且通常需要书面文本，谈判框架会带来挑战。我们展示了一个在线课程的发现，该课程旨在支持教师将视频讨论框架化为理解学生思维。在旨在强调对学生思维的响应的工程教学课程中，我们记录了教师框架的变化，教师在课程后期更频繁地理解而不是评估学生的思维。这些发现表明，可以设计一个异步在线课程，让教师有效地参与视频讨论，并为在线教师教育的理论发展提供信息。