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Video is used widely to support teachers’ learning and enactment of responsive instruction. Informed by principles of video club design, we designed a video club to support secondary science teachers developing a vision of responsive teaching, attention to student thinking, and a critical discourse to analyze their own and others’ efforts to enact responsive practices. In this study, we investigate if and how teachers developed a critical discourse in this context. Analysis reveals that the group developed a more collaborative, interpretive, and evidence-based discourse about teaching and learning. These findings contribute to research on video clubs as a professional development model to support teacher learning, as well as make visible how teachers shifted to develop a more critical lens for discussing teaching and learning. This study has implications for designing professional learning that will result in sustained, generative development in the context of instructional reform.


This is an Accepted Manuscript of an article published in Journal of Science Teacher Education, volume 31, issue 5, in 2020, available online at It may differ slightly from the final version of record.

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Taylor & Francis



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