Can Video Clubs Enhance Novice and Veteran Teachers’ Noticing of Classroom Events?

Abstract

Abstract:

This study designed and implemented a one-semester video club project in a primary school in Guangzhou to examine whether this teacher learning model could enhance teacher noticing across different stages of professional development in the Chinese context. Drawing on the five-dimensional analytical framework of teacher noticing, the study found that, at the initial stage, novice teachers attended more to classroom management and tended to describe noticed classroom events in detail, while veteran teachers focused more on students’ thinking and tended to evaluate events directly or propose alternative instructional solutions. After one semester of participation, teachers’ noticing of students’ thinking increased overall, whereas their noticing of classroom management decreased. Novice teachers showed more pronounced development in noticing, especially in the increased use of an inferential stance. Veteran teachers’ noticing of classroom events shifted from abstract judgment to evidence-based narrative evaluation. This study offers insights into the effectiveness of video clubs in promoting teacher learning within China’s school-based teaching research context and into the different noticing strengths of novice and veteran teachers.

Key words: video clubs, teacher noticing, teacher professional development, novice teacher, veteran teacher

CLC Number:

G451

Zheng Yixuan, Xia Yuxi, Zhao Canran. Can Video Clubs Enhance Novice and Veteran Teachers’ Noticing of Classroom Events?[J]. Education Science, 2026, 42(4): 41-47.

Figures/Tables 3

References 15

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化名	性别	授课年级	教龄	专业发展阶段	第一次	第七次
李老师	女	二年级	1	新手教师	+	+
郝老师	女	二年级	2	新手教师	+	+
胥老师	女	五年级	2	新手教师	+	+
田老师	女	三年级	7	资深教师	+	+
梁老师	女	二年级	16	资深教师	+	+
秦老师	女	五年级	26	资深教师	+	+
陈老师	女	四年级	25	资深教师	/	+

	码号		新手教师			资深教师			总体
	码号		郝老师	胥老师	李老师	田老师	梁老师	秦老师	总体
主题	学生思维	17%		50%	23%	55%	45%	27%	35%
	教学策略	25%		30%	23%	18%	25%	27%	24%
	课堂管理	46%		20%	46%	23%	15%	27%	30%
	课堂环境	12%		0%	8%	4%	10%	13%	9%
	其他	0%		0%	0%	0%	5%	6%	2%
主体	学生	63%		70%	69%	68%	65%	67%	66%
	教师	12%		10%	15%	18%	15%	20%	15%
	自己	21%		10%	8%	9%	10%	13%	13%
	物品	4%		0%	8%	0%	0%	0%	2%
	教材	0%		10%	0%	5%	10%	0%	4%
立场	描述	50%		40%	77%	18%	35%	13%	38%
	评价	25%		10%	8%	32%	35%	40%	27%
	推理	25%		50%	15%	50%	30%	47%	35%
细节程度	抽象的	33%		30%	8%	45%	45%	47%	37%
细节程度	具体的	67%		70%	92%	55%	55%	53%	63%
证据	基于视频	46%		20%	85%	45%	40%	27%	44%
证据	非基于视频	54%		80%	15%	55%	60%	73%	56%

	码号	第一次		第七次		趋势
主题	学生思维	37	35%	18	67%	↑↑
	教学策略	25	24%	8	30%	↑
	课堂管理	31	30%	1	3%	↓↓
	课堂环境	9	9%	0	0%	↓
	其他	2	2%	0	0%	基本持平
主体	学生	69	66%	22	82%	↑↑
	教师	16	15%	3	11%	基本持平
	自己	13	13%	2	7%	↓
	物品	2	2%	0	0%	基本持平
	教材	4	4%	0	0%	基本持平
立场	描述	39	38%	9	33%	↓
	评价	28	27%	7	26%	基本持平
	推理	37	35%	11	41%	↑
细节程度	抽象的	38	37%	1	4%	↓↓
细节程度	具体的	66	63%	26	96%	↑↑
证据	基于视频	46	44%	22	81%	↑↑
证据	非基于视频	58	56%	5	19%	↓↓