From judgmental evaluations to productive conversations: Mathematics teachers’ shifts in communication within a video club

International audienceThe study reported here explored how secondary mathematics teachers, participating in a school-based video club, communicated with each other and with the facilitator along the different sessions of the club. Specifically, their evaluative comments were analyzed, with respect to the non-judgmental norms that this club aimed to nurture. Three types of evaluative comments were identified, reflecting varying degrees of teachers’ capability to interpret and discuss observed teaching moves while attributing possible rationalizations to the filmed teacher’s decisions. It was found that the amount of highly judgmental comments decreased as the club proceeded, allowing for a more productive communication