Coles Alf
School of Education, University of Bristol, 35 Berkeley Square, Bristol, BS8 1JA UK.
Int J STEM Educ. 2019;6(1):5. doi: 10.1186/s40594-018-0155-y. Epub 2019 Jan 30.
This article is focused on the role of the facilitator in the professional development of mathematics teachers. It is a feature of several frameworks for using video that teachers are invited to comment on the detail of what they saw and heard, and base comments on evidence from the video. It is also a common finding that it is hard to establish 'speaking evidentially' as a way of working and at the same time, such an expectation is seen to be critical to making discussion productive. This article draws on a paradigmatic case of one video club, during which seven teachers met over a 3-month period, and shared video recordings of their own classrooms. The group of teachers learn how to focus on the detail of video, avoiding judgement, from the first session. The way this is achieved and what it occasions is analysed, within an enactivist methodology.
The analysis of the first meeting of the video club shows how the facilitator has a focus on the of comments made by teachers as well as their content. If a teacher makes a contribution that is not of the 'kind' required within the way of working, the facilitator is observed to highlight that the participant is not focused on the detail of events, and re-direct the group back to the intended task. This sequence of moves is not captured in current frameworks of how to facilitate video discussion. There is a suggestion that it is the very distinction between observation and interpretation or judgement that is significant for teachers and allows them to re-think their own teaching practices.
This article aims to share awarenesses of the facilitator, concerning how it is possible to focus a group on the detail of events when using video. What the facilitator is doing, in highlighting when a norm has been breached, is making a judgement about the of comment made by participants, not judging the comment's content. The meta-focus of the facilitator seems to allow enabling contraints to be placed on discussion while letting conversation follow the interests of participants.
本文聚焦于促进者在数学教师专业发展中的作用。邀请教师对他们所看到和听到的细节发表评论，并基于视频中的证据发表评论，这是几个视频使用框架的一个特点。另一个常见的发现是，很难将“基于证据发言”确立为一种工作方式，与此同时，人们认为这种期望对于使讨论富有成效至关重要。本文借鉴了一个视频俱乐部的典型案例，在此期间，七位教师在三个月的时间里会面，并分享了他们自己课堂的视频记录。从第一次会议开始，教师们就学习如何关注视频细节，避免评判。本文运用生成性方法分析了实现这一目标的方式及其引发的情况。
对视频俱乐部第一次会议的分析表明，促进者如何既关注教师评论的形式，也关注其内容。如果一位教师做出的贡献不符合工作方式中所要求的“类型”，促进者会指出该参与者没有关注事件细节，并将小组重新引导回预定任务。当前关于如何促进视频讨论的框架并未涵盖这一系列举措。有一种观点认为，观察与解释或评判之间的区别对教师而言至关重要，它能让教师重新思考自己的教学实践。
本文旨在分享促进者的一些认识，即如何在使用视频时让小组关注事件细节。促进者在指出规范被违反时所做的，是对参与者评论的形式做出判断，而非评判评论内容。促进者的这种元关注似乎能够在对讨论施加限制的同时，让对话遵循参与者的兴趣。
