In this chapter, we explore the role of the focus teacher—the teacher in the spotlight—in video-based collaborative professional development settings for the purpose of understanding variation in the felt risks of the focus teacher in relation to their learning goals. Using a comparative case study design, this research documented the differential impact of felt risks associated with the spotlight teacher role. This exploratory study contributes insights that help guide the essential support and facilitation work mathematics education leaders must provide for developing, supporting, and sustaining video-based professional learning communities.
Part of the book: Advanced Learning and Teaching Environments