דנה ודר-וייס

Collaborative analysis of classroom videos has become integral to teacher professional development. Using quantitative discourse analysis, we compared discussions when teacher teams analyzed videos of team members (Peer Videos) versus videos of unknown teachers (Other Videos). The findings show that despite expectations for differences, Peer and Other videos elicited roughly similar discussions, except for a difference in the valence of evaluation. We used linguistic-ethnographic methods to explore this finding, examining the complex interplay between positive evaluation and critical exploration in Peer video-analysis conversations. We discuss implications for the design and facilitation of video analysis in teacher communities.