Teacher learning in a combined professional development intervention

Gloriana González, Lisa Skultety

Research output: Contribution to journalArticlepeer-review


The study examines geometry teachers’ video club discussions in a two-year professional development intervention that combined lesson study, video clubs, and animation discussions to promote teacher noticing of students’ prior knowledge. Most discussions pertained to student conceptions (78%), followed by pedagogy (19%). Discussion of students’ prior knowledge surfaced only when talking about student conceptions or pedagogy. There was statistically significant evidence that teacher-initiated discussions of students’ prior knowledge were more substantial than facilitator-initiated discussions. The findings suggest that the professional development model and the facilitators’ moves promoted and sustained teacher noticing of student thinking throughout the intervention.

Original languageEnglish (US)
Pages (from-to)341-354
Number of pages14
JournalTeaching and Teacher Education
StatePublished - Apr 2018


  • Mathematics teachers
  • Noticing
  • Prior knowledge
  • Professional development
  • Teacher learning
  • Videotape recording

ASJC Scopus subject areas

  • Education


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