Video clubs have been used for more than a decade to support teachers' professional noticing. Accordingly, numerous studies have evaluated video use as a tool for professional learning, concentrating on aspects such as video selection, club meetings, and teacher interviews. Yet, few researchers have considered noticing as a result of repeated…

This study examined how mathematics coaches leverage written annotations to support professional discourse with teachers about important classroom events during synchronous debriefing conversations. Coaches and teachers created the annotations while asynchronously watching video of an implemented lesson as part of online video-assisted coaching…

We share results of a study on the analytic stances of coaches' and teachers' as they annotated key moments from classroom video of the teacher's lessons. In the analysis, emphasis was on the analytic stances of the coaches and how their annotations related to trends in teachers' annotations. Findings indicate differences in how coaches and…

This case study investigated the focus and characteristics of two student teachers' noticing when viewing 360 video of their own teaching. Changes in noticing based on changes in prompts and affordances of 360 video reported by the student teachers were also studied. Written responses to prompts designed to elicit noticing, which student teachers…

Professional support in the form of a year-long video club based on teacher noticing of student thinking was provided to three rural teachers who comprised the entire mathematics department of one secondary school (grades six through twelve). The focus of the study was to understand how participation in a video club structure for rural secondary…

In recent years, teacher professional noticing has become more prevalent internationally. One common definition to distinguish professional noticing from everyday noticing includes the three interrelated skills of attending, interpreting and deciding to respond. We used qualitative analysis to explore prospective teachers' approximations of…

Video is a common tool to support teacher learning, as it provides opportunity for reflection on teaching practices. Video clubs are one professional learning experience that integrates video, providing teachers an opportunity to collaboratively discuss videos from their teaching. However, few research studies have focused on the characteristics…

The purpose of this study was to implement a Video Simulation Task in a mathematics methods teacher education course to engage preservice teachers in considering both the teaching and learning aspects of mathematics lesson delivery. Participants anticipated student and teacher thinking and created simulations, in which they acted out scenes on a…

The incorporation of video technology in teacher education programmes is increasingly prevalent, with teacher educators commonly using three traditional forms of videos: published video, preservice teachers' own videos and colleagues' videos. This study explored a fourth type of video, self-created scripted video simulations in which preservice…

Recent research in mathematics education has highlighted the importance of teachers' abilities to professionally notice students' thinking. This study examined what preservice teachers professionally notice during lesson study to further describe their attention to students' mathematical thinking, their interpretations about students' reasoning,…