Classroom videos can make instructional practice public, cultivating collaborative, critical teacher discussions. However, video-based learning also involves a risk—the risk of hurting one’s own or a colleague’s public image, or face. In this study, we investigate the role of face threat and face management in teacher professional learning in 16 cases of video-based discussions in six school-based teacher teams. We present findings about the prevalence of face-work, which inhibits or mitigates face threat, as well as an account of various face-work strategies. We illuminate the role face-work plays in shaping opportunities for teacher learning, by analyzing in detail one video-based discussion. This linguistic ethnographic analysis suggests that face threat and face-work in video-based learning are inevitable and have the potential to both catalyze and constrain productive pedagogical discourse. The study demonstrates the critical role of face-work in video-based teacher learning, and the feasibility of investigating it.
BeisiegelM.MitchellR.HillH. C. (2018). The design of video-based professional development: An exploratory experiment intended to identify effective features. Journal of Teacher Education, 69(1), 69-89.
2.
BorkoH.JacobsJ.EiteljorgE.PittmanM. E. (2008). Video as a tool for fostering productive discussions in mathematics professional development. Teaching and Teacher Education, 24(2), 417-436.
3.
BrownP.LevinsonS. C. (1978). Universals in language usage: Politeness phenomena. In GoodyE. N. (Ed.), Questions and politeness: Strategies in social interaction (pp. 56-311). Cambridge, UK: Cambridge University Press.
4.
BurawoyM. (1998). The extended case method. Sociological Theory, 16(1), 4-33.
5.
Darling-HammondL.SykesG. (1999). Jossey-Bass Education Series: Teaching as the learning profession: Handbook of policy and practice. San Francisco, CA: Jossey-Bass.
6.
DobieT. E.AndersonE. R. (2015). Interaction in teacher communities: Three forms teachers use to express contrasting ideas in video clubs. Teaching and Teacher Education, 47, 230-240.
7.
Finefter-RosenbluhI. (2016). Behind the scenes of reflective practice in professional development: A glance into the ethical predicaments of secondary school teachers. Teaching and Teacher Education, 60, 1-11.
8.
FrederiksenJ. R.SipusicM.SherinM.WolfeE. W. (1998). Video portfolio assessment: Creating a framework for viewing the functions of teaching. Educational Assessment, 5(4), 225-297.
9.
GoffmanE. (1955). On face-work: An analysis of ritual elements in social interaction. Psychiatry, 18(3), 213-231.
10.
GonzálezG.DealJ. T.SkultetyL. (2016). Facilitating teacher learning when using different representations of practice. Journal of Teacher Education, 67(5), 447-466.
11.
GrossmanP.WineburgS.WoolworthS. (2001). Toward a theory of teacher community. Teachers College Record, 103(6), 942-1012.
12.
HargreavesA. (1994). Changing teachers, changing times: Teachers’ work and culture in the postmodern age. New York, NY: Teachers College Press.
13.
HargreavesA.ShirleyD. (2009). The persistence of presentism. Teachers College Record, 111(11), 2505-2534.
14.
HatchT.GrossmanP. (2009). Learning to look beyond the boundaries of representation: Using technology to examine teaching. Journal of Teacher Education, 60(1), 70-85.
15.
HerrenkohlL. R.CorneliusL. (2013). Investigating elementary students’ scientific and historical argumentation. Journal of the Learning Sciences, 22(3), 413-461.
16.
HornI. S. (2005). Learning on the job: A situated account of teacher learning in high school mathematics departments. Cognition and Instruction, 23(2), 207-236.
17.
HornI. S.GarnerB.KaneB. D.BraselJ. (2017). A taxonomy of instructional learning opportunities in teachers’ workgroup conversations. Journal of Teacher Education, 68(1), 41-54.
18.
HornI. S.KaneB. D. (2015). Opportunities for professional learning in mathematics teacher workgroup conversations: Relationships to instructional expertise. Journal of the Learning Sciences, 24(3), 373-418.
19.
HornI. S.LittleJ. W. (2010). Attending to problems of practice: Routines and resources for professional learning in teachers’ workplace interactions. American Educational Research Journal, 47(1), 181-217.
20.
KleinknechtM.GröschnerA. (2016). Fostering preservice teachers’ noticing with structured video feedback: Results of an online-and video-based intervention study. Teaching and Teacher Education, 59, 45-56.
21.
LefsteinA.SnellJ. (2011). Professional vision and the politics of teacher learning. Teaching and Teacher Education, 27(3), 505-514.
22.
LefsteinA.SnellJ. (2014). Better than best practice: Developing teaching and learning through dialogue. London, England: Routledge.
23.
LefsteinA.Vedder-WeissD.TabakI.SegalA. (2018). Learner agency in scaffolding: The case of coaching teacher leadership. International Journal of Educational Research, 90, 209-222.
24.
LiebermanA.Pointer-MaceD. (2009). Making practice public: Teacher learning in the 21st century. Journal of Teacher Education, 61(1-2), 77-88.
25.
LittleJ. W. (1990). The persistence of privacy: Autonomy and initiative in teachers’ professional relations. The Teachers College Record, 91(4), 509-536.
26.
LittleJ. W. (2003). Inside teacher community: Representations of classroom practice. The Teachers College Record, 105(6), 913-945.
27.
LordB. (1994). Teachers’ professional development: Critical colleagueship and the role of professional communities. In CobbN. (Ed.), The future of education: Perspectives on national standards in education (pp. 175-204). New York, NY: College Entrance Examination Board.
28.
LortieD. C. (1975). School teacher: A sociological inquiry. Chicago, IL: The University of Chicago.
29.
LouieN. L. (2016). Tensions in equity-and reform-oriented learning in teachers’ collaborative conversations. Teaching and Teacher Education, 53, 10-19.
30.
MaoL. R. (1994). Beyond politeness theory: “Face” revisited and renewed. Journal of Pragmatics, 21(5), 451-486.
31.
PattonM. Q. (2002). Designing qualitative studies. Qualitative Research and Evaluation Methods, 3, 230-246.
32.
RamptonB. (2006). Language in late modernity: Interaction in an urban school (Vol. 22). Cambridge, UK: Cambridge University Press.
33.
SantagataR. (2009). Designing video-based professional development for mathematics teachers in low-performing schools. Journal of Teacher Education, 60(1), 38-51.
34.
SegalA.LefsteinA.Vedder-WeissD. (2018). Appropriating protocols for the regulation of teacher professional conversations. Teaching and Teacher Education, 70(1), 215-226.
35.
SeidelT.StürmerK.BlombergG.KobargM.SchwindtK. (2011). Teacher learning from analysis of videotaped classroom situations: Does it make a difference whether teachers observe their own teaching or that of others?Teaching and teacher education, 27(2), 259-267.
36.
ShafferD. W. (2017). Quantitative ethnography. Madison, WI: Cathcart.
37.
SherinM.HanS. (2004). Teacher learning in the context of a video club. Teaching and Teacher Education, 20(2), 163-183.
38.
SherinM.van EsE. A. (2009). Effects of video club participation on teachers’ professional vision. Journal of Teacher Education, 60(1), 20-37.
39.
StollL.LouisK. S. (2007). Professional learning communities: Divergence, depth and dilemmas. New York, NY: McGraw-Hill Education.
40.
van EsE. A. (2009). Participants’ roles in the context of a video club. Journal of the Learning Sciences, 18(1), 100-137.
41.
van EsE. A.SherinM. (2002). Learning to notice: Scaffolding new teachers’ interpretations of classroom interactions. Journal of Technology and Teacher Education, 10(4), 571-596.
42.
van EsE. A.TunneyJ.GoldsmithL. T.SeagoN. (2014). A framework for the facilitation of teachers’ analysis of video. Journal of Teacher Education, 65(4), 340-356.
43.
Vedder-WeissD.EhrenfeldN.Ram-MenasheM.PollakI. (2018). Productive framing of pedagogical failure: How teacher framings can facilitate or impede learning from problems of practice. Thinking Skills and Creativity, 30, 31-41.
44.
WilsonS. M.BerneJ. (1999). Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development. Review of Research in Education, 24(1), 173-209.
45.
ZhangM.LundebergM.EberhardtJ. (2011). Strategic facilitation of problem-based discussion for teacher professional development. Journal of the Learning Sciences, 20(3), 342-394.
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
