Using video representations of teaching in practice-based professional development programs

Hilda Borko, Karen Koellner, Jennifer Jacobs, Nanette Seago

Research output: Contribution to journalArticlepeer-review

159 Scopus citations


This article explores how video can be used in practice-based professional development (PD) programs to serve as a focal point for teachers' collaborative exploration of the central activities of teaching. We argue that by choosing video clips, posing substantive questions, and facilitating productive conversations, professional developers can guide teachers to examine central aspects of learning and instruction. We draw primarily from our experiences developing and studying two mathematics PD programs, the Problem-Solving Cycle (PSC) and Learning and Teaching Geometry (LTG). While both programs feature classroom video in a central role, they illustrate different approaches to practice-based PD. The PSC, an adaptive model of PD, provides a framework within which facilitators tailor activities to suit their local context. By contrast, LTG is a highly specified model of PD, which details in advance particular learning goals, design characteristics, and extensive support materials for facilitators. We propose a continuum of video use in PD from highly adaptive to highly specified and consider the affordances and constraints of different approaches exemplified by the PSC and LTG programs.

Original languageEnglish (US)
Pages (from-to)175-187
Number of pages13
JournalZDM - International Journal on Mathematics Education
Issue number1
StatePublished - Feb 2011
Externally publishedYes

ASJC Scopus subject areas

  • Education
  • General Mathematics


Dive into the research topics of 'Using video representations of teaching in practice-based professional development programs'. Together they form a unique fingerprint.

Cite this