Coles, Alf T

This report details findings, related to the role of the facilitator, from a UK government-funded project to promote the use of video clubs for the professional development of teachers of mathematics. Seven teachers met on six occasions, over a three-month period, and shared video recordings of their own classrooms, all meetings were themselves recorded. While it is a common finding that discussion norms can be hard to establish, participants adapted to intended norms from the first meeting. The way this was achieved is analysed, within the enactivist methodology of the project. There is an apparent paradox that a move away from judgment is achieved through the use of judgment. Bateson’s (1972) levels of learning and communication are offered as one explanation of the observed phenomena

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Facilitating the discussion of video with teachers of mathematics:the paradox of judgment

https://research-information.bris.ac.uk/files/79049740/RR_Coles.pdf

Facilitating the discussion of video with teachers of mathematics:the paradox of judgment

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