Orchestrating for Seeing: How Teachers See and Help Others See Student Thinking When Self-Capturing Classroom Video

Abstract

Recording moments of our lives on video is becoming more commonplace, and it is increasingly part of the professional work of teaching. Yet much remains to be learned about how teachers self-capture video from their own classrooms while teaching, which has important implications for teacher and student learning opportunities. This paper explores how in-service primary grades teachers participating in a professional learning course self-captured video that specifically centered student thinking. Drawing on the theoretical lens of professional vision (Goodwin, 1994), we asked what teachers highlighted as salient for seeing student thinking when self-capturing, and how they orchestrated their recording and classroom activity in service of this seeing. Analyses demonstrate shifts over time in the windows teachers highlighted for seeing student thinking in video and depict the substantial orchestration work teachers engaged in to facilitate both accessing and enhancing student thinking within self-captured video.