Video Club Designs in Improving Teachers’ Noticing

This study examines studies on video club designs focusing on noticing skills of teachers and pre-service teachers. In this context, 18 articles published in the last twenty years on video club designs focusing on noticing skills in the field of mathematics education were systematically examined. As a result of the examination, differences in video club designs of the studies were determined. In addition, the results of the studies examined in terms of noticing skills as well as the results of the studies examining the differences in video club designs were evaluated. As a result of the analysis, it was determined that there were differences in video club designs in terms of the videos used, participants, facilitators' directions and frameworks used. It was determined that the participants were generally teachers and the videos were used in the form of video clips. In addition, it was determined that frameworks were used in some studies to help teachers focus their attention on certain teaching moments. Furthermore, it was determined that the facilitators directed the participants' attention to the mathematical thinking processes of the students, the teaching practices of the teachers and the student interactions. The results of the studies regarding noticing skills were determined to be on student knowledge and thoughts, social interactions and teaching processes. In addition, the results of some studies that different video club designs can create different effects were presented.