This case study analysed the circumstances during a one-year work placement in which a pre-service teacher showed professional development, with a focus on the impact of her interactions with various interlocutors. The study was conducted within the framework of the cultural historical activity theory (CHAT) and of activity theory with its methods…

The authors investigate how conversational routines, or the practices by which groups structure work-related talk, function in teacher professional communities to forge, sustain, and support learning and improvement. Audiotaped and videotaped records of teachers' work group interactions, supplemented by interviews and material artifacts, were…

While video has long been used to capture micro teaching episodes, illustrate classroom cases and practices, and to review teaching practices, recent developments in video annotation tools may help to extend and augment teacher self-reflection. Such tools make possible the documentation and support self-analysis using verifiable evidence as well…

The authors describe the generative process for using video editing for teachers' professional development. The article provides a rationale, a theoretical framework, and a critical review of the authors' work over the past five years.

This study examines changes in teachers' thinking as they participated in a video club designed to help them learn to notice and interpret students' mathematical thinking. First, we investigate changes in teachers' talk about classroom video segments before and after participation in the video club. Second, we identify three paths along which…

In this article I introduce the concept of "acknowledgement" and explore the role which it plays in facilitating teacher learning. Acknowledgement is the validation or recognition of the teacher, which comes about when teachers have the space to present their own perceptions of their teaching without judgement. I trace the development of a teacher…

A considerable amount of literature on peer coaching suggests that the professional development of teachers can be improved through experimentation, observation, reflection, the exchange of professional ideas, and shared problem-solving. Reciprocal peer coaching provides teachers with an opportunity to engage in such activities in an integrated…

The transportability of an evidence-based teacher professional development program, the Incredible Years Classroom Management Program, was evaluated. This study compared the impact of two training methods: self-administered videotape modeling (VM) and self-administered videotape modeling plus consultation (VMC) on teachers' use of classroom…