Discourse characteristics

Literature sources

1) Guide the group through the analysis task;

2) Maintaining a position of inquiry;

3) Stay on top of the video;

4) Support teamwork;

(van Es et al., 2014)

1) Cultivating Critical Discourse;

2) Encourage collaborative meaning making;

3) Support evidence-based discussions;

4) Remain open to multiple interpretations;

5) Problematize the pedagogical challenges raised in the analysis;

(Barnhart & van Es, 2020)

1) Teacher-led (primarily teacher-led conversations rather than outside experts);

2) Professional dialogues (discussions between teachers and researchers);

3) Focus (centered on the elements of the observation framework chosen by the teacher);

4) Evidence-based (using classroom videos to check teaching);

5) Directions (focusing on teachers’ reflections and their implications for practice)

(Hollingsworth & Clarke, 2017)

1) Focus on issues related to classroom practice;

2) Involve pedagogical reasoning;

3) A rich manifestation based on practice;

4) Different viewpoints are presented and attended to;

5) Generative orientations toward students, learning, content, teaching, and practice issues;

6) Combined support and criticism

(Lefstein et al., 2020)