Examining the development of a teacher learning community: The case of a video club

Learning communities have become a widespread model for teacher development. However, simply bringing teachers together does not ensure community development. This study offers a framework for the development of a teacher learning community in a video club. Qualitative coding of video data resulted in characterizing the evolution of the video club group as they collaboratively explored issues of teaching and learning that arose in each other’s classrooms. The relationship between dimensions of the framework and how development on one feature interacts with development on another is discussed. The results inform the design of video-based learning environments for examining teaching practice.

► Learning community adopted widely but little clarity on what constitutes community.
► A framework for developing community is proposed.
► Three vignettes from a video club illustrate development of community in context.
► The relationship between dimensions of the framework are examined.
► Video clubs can support development of teacher community.