Interaction in teacher communities: Three forms teachers use to express contrasting ideas in video clubs

Dobie, Tracy E.; Anderson, Eleanor R.

doi:10.1016/j.tate.2015.01.003

Cited by 54 publications

(36 citation statements)

References 42 publications

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“…Hence, this principle calls for both introducing multiple voices and attending to, exploring, and building upon them (Grossman et al, 2001). Dobie and Anderson (2015) discuss three forms of talk through which teachers in their study expressed contrasting ideas: In “serial turns,” teachers did not attend to one another’s ideas, and the discussions were short-lived; in “implicit critique,” participants often hid their disagreements “behind partial agreements, hesitations, and carefully chosen language” (p. 237), thereby making focused conversation more difficult; in contrast, more productive discussions occurred in the “open discussion” pattern, in which interlocuters disagreed openly and directly. Popp and Goldman (2016) illustrate this process of teachers building on one another’s ideas, as one teacher refines her ideas about teaching text structure after being challenged by her colleagues about whether or not her proposal is age appropriate.…”

Section: Towards Pedagogically Productive Talkmentioning

confidence: 99%

Relocating Research on Teacher Learning: Toward Pedagogically Productive Talk

Lefstein

Vedder‐Weiss

Segal

2020

Educational Researcher

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Most research and practice in teacher in-service learning focuses on formal professional development activities. This article calls for paying greater attention to the informal conversations that are embedded in teachers’ day-to-day work and through which they learn from one another what it means to be a teacher and how to perform their duties. The authors build on theory and research in teacher on-the-job discourse and learning in order to (a) argue that, as a field, we need to pay more focused and systematic attention to teacher on-the-job discourse; (b) offer a coherent conceptual framework for “pedagogically productive” teacher talk; and (c) highlight key research directions and challenges in investigating this and related phenomena.

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Section: Towards Pedagogically Productive Talkmentioning

confidence: 99%

Relocating Research on Teacher Learning: Toward Pedagogically Productive Talk

Lefstein

Vedder‐Weiss

Segal

2020

Educational Researcher

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“…Fostering cultures in which teachers in CIs can push on each others' ideas and offer professional critique is difficult (Dobie & Anderson, 2015;van Es, 2012); however when CIs are able to engage in these deep discussions, there is room for reflection and improved practice (Dobie & Anderson, 2015;Hadar & Brody, 2010;Stoll et al, 2006). Thus discovering specific combinations of conditions that promote deep discussions is critically important.…”

Section: Combinations Of Configurationsmentioning

confidence: 99%

Professional development at the local level: Necessary and sufficient conditions for critical colleagueship

Kintz

Lane

Gotwals

et al. 2015

Teaching and Teacher Education

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h i g h l i g h t sInvestigation of conditions associated with teachers' in-depth discussions. Focus on teacher communities of inquiry in a professional development initiative. Using unique methodological approach: Qualitative Comparative Analysis. Single purpose was a necessary condition associated with in-depth discussion. Coach questions and connecting theory and practice were also associated conditions. a b s t r a c t This paper examines factors that contributed to critical conversations in teacher communities of inquiry (CI) as part of a statewide professional development initiative in the United States. Based on a three-year mixed method design, we use qualitative comparative analysis to investigate the influence of combinations of conditions on the depth of discussion. Results suggest that there were three conditions associated with the extent to which CI members engaged in discussions with substantive interaction and reflection: a clear purpose, coach questioning, and the connection of theory to practice. The findings contribute to the understanding of effective reform implementation in different contexts.

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“…This reflects how critical discussion can be key to developing teacher CoPs (van Es, 2012). Dobie and Anderson (2015) found that expressing an opposing opinion could improve the quality of collaboration and decision-making within a community. Thus, by contributing to critical discussions with colleagues, teachers can potentially modify their beliefs and improve their professional practices (Achinstein, 2002;Grossman et al, 2001;Mitchell, 2015).…”

Section: Communities Of Practicementioning

confidence: 94%

Communities of Practice for Student Assessment in a South Korean Middle School

Hou¹,

Noh

Seounghey

2017

EURASIA J MATH SCI T

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This study examined the interactions of teachers with different professional development (PD) backgrounds in communities of practice (CoPs) formed for student assessment in a South Korean middle school. We analyzed the teachers' collaborative and reflective processes regarding the development, implementation, and feedback processes for student assessment in two CoPs that each consisted of two middle school science teachers. Two different types of CoP were identified: a routine practice CoP and a challenge practice CoP. The routine practice CoP displayed weak interaction between teachers and poor PD, while the challenge practice CoP displayed stronger interaction between teachers and better PD. These two types of CoP were determined by the mutual respect between the teachers. The results of this study can contribute to the development of teacher PD based on its implications for forming teacher CoPs that induce the active participation of members and the formation of mutually respectful relationships among them.

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Interaction in teacher communities: Three forms teachers use to express contrasting ideas in video clubs

Cited by 54 publications

References 42 publications

Relocating Research on Teacher Learning: Toward Pedagogically Productive Talk

Relocating Research on Teacher Learning: Toward Pedagogically Productive Talk

Professional development at the local level: Necessary and sufficient conditions for critical colleagueship

Communities of Practice for Student Assessment in a South Korean Middle School

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