Video-based literacy coaching to develop teachers’ professional vision for dialogic classroom text discussions

Abstract This study explores how 4th and 5th grade teachers’ reflective practice developed as they participated in a remote video-based coaching intervention to implement dialogic classroom text discussions. Drawing on a professional vision framework, we analyzed teachers’ verbal and written reflections to examine how teachers’ noticing and reasoning about their videoed classroom interactions developed over time. Findings suggest teachers became more focused on the connection between their discussion moves and students’ thinking in video, and their reasoning about these interactions became more interpretive and in-depth over time. Implications for research on how teachers learn dialogic pedagogies are discussed.