Collaborative Video Inquiry as Teacher Educator Professional Development
AbstractVideo analysis of teaching finds robust support in the research literature on teacher--rather than teacher educator--professional learning. In this paper, we explored the impact on faculty of interdisciplinary conversations on teaching practice, anchored in video artifacts of teaching produced by teacher candidates. Interdisciplinary groups of elementary and secondary teacher educators included faculty specializing in English language learners. Findings indicated that features such as interdisciplinarity, use of common language to discuss teaching practice, and video analysis facilitated peer-to-peer learning among teacher education faculty. This research adds to our understanding of how teacher educators might view collaborative video review and use it as an innovative form of professional development to improve teacher education.