Learning about teaching over time

In this chapter, we look at how our co-inquiry activity supported teachers' learning over longer time periods. Using the cases of Brad Miller and Julie Woodman, we show how teachers developed important practices and concepts about ambitious and equitable mathematics instruction through repeated experiences with the video formative feedback (VFF) process. For Brad, a moment of insight spurred by a VFF led him to pursue learning about supporting student groupwork systematically, making new modifications to his practice over two years. For Julie, her learning converged around a particular relationship in teaching – the connections between instructional design and student engagement – that gave her a new lens on how to make her classroom more inclusive. We describe their learning in relation to our model of teacher learning as the evolution of pedagogical judgment, highlighting how the VFF enabled them to reason about their pedagogical actions in light of their pedagogical responsibilities using the rich records of practice, bringing these in greater alignment.