Story exchange in teacher professional discourse

Segal, Aliza

doi:10.1016/j.tate.2019.102913

Cited by 16 publications

(13 citation statements)

References 29 publications

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“…These resources are limited by the perspective of the describer or narrator and by the profession’s lack of a precise technical language (e.g., Jackson, 1990). Moreover, narratives often lead to further storytelling, rather than investigation of the stories shared, or explicit claims and argumentation (Segal, 2019). Video recording of practice is increasingly advocated as a means of overcoming these limitations (e.g.…”

Section: What Do We Currently Know About Teacher On-the-job Discourse?mentioning

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: What Do We Currently Know About Teacher On-the-job Discourse?mentioning

confidence: 99%

Relocating Research on Teacher Learning: Toward Pedagogically Productive Talk

Lefstein

Vedder‐Weiss

Segal

2020

Educational Researcher

Self Cite

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“…Developing reflective‐inquiry discourse among teachers in learning communities is no easy task. Teachers' discussions are often rich in information exchange and the sharing of “tips and tricks” (Horn et al, 2017, p. 7) and success stories (Segal, 2019), without much explicit reasoning and problematization of pedagogical and disciplinary issues (Little, 1990; Louie, 2016; Nelson et al, 2012). Teachers often feel exposed and threatened by joint reflection and inquiry into their practice (Finkelstein et al, 2019; Koellner et al, 2007; Vedder‐Weiss et al, 2019), which might result in teachers' avoidance of critique and disagreements (Grossman et al, 2001; Hargreaves, 1991).…”

Section: Background and Theoretical Frameworkmentioning

confidence: 99%

Teacher learning in communities of practice: The affordances of co‐planning for novice and veteran teachers' learning

Eshchar-Netz

Vedder‐Weiss

2020

J Res Sci Teach

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Collaborative reflective inquiry in teacher communities of practice (CoP) supports their professional situated learning. However, the CoP model entails at least three limitations and challenges for teacher learning: novice teachers can seldom act as legitimate peripheral participants since they are obliged to do the same work that veterans do; veterans' learning is neglected since they are expected to teach the novices; and power dynamics between veterans and novices may constrain the group's reflective inquiry and, consequently, its learning. In this case‐study, we explore the dynamics between veteran and novice science teachers in a purposefully sampled case of three teachers engaged in collaborative planning in a professional development community. We examine the implications of these dynamics for the group's reflective inquiry, using linguistic ethnographic micro‐analytic methods to analyze audio‐ and video‐recordings of the planning session. The findings demonstrate how in a collaborative planning context, legitimate peripheral participation is afforded, thereby mitigating face threats and supporting learning for both novice and veteran teachers. The study highlights the unique affordances of collaborative planning for science teachers' reflective inquiry, advancing our understanding of the social dimension of teacher learning. This study contributes to the fields of teacher learning in CoPs and teacher planning.

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“…Teachers often tell or exchange stories that recount a situation that already took place, or verbally rehearse something that has yet to transpire [56,57]. The act of telling a story causes the storyteller to relive the experience, teetering between the past and the present, and the retelling "shifts our knowing of experience, ourselves, and the meanings we hold of things like teaching and learning" [58] (p. 56).…”

Section: Teachers' Stories and Storytellingmentioning

confidence: 99%

Stories That Teachers Tell: Exploring Culturally Responsive Science Teaching

et al. 2022

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In this paper, we explore the stories teachers tell as they study and grapple with culturally responsive education in their science classrooms. This qualitative case study focuses primarily on “Stories from the Field”, a conversational routine at each professional learning group meeting where teachers shared observations, thoughts, and insights about their classroom, instruction, and school settings in the context of culturally responsive education. We found that teachers’ stories from the first year of the group surfaced themes of navigating systemic constraints and supports, connecting through science, and sensemaking and learning from developing and analyzing strategies for culturally responsive science teaching. This helped to shine a light on a critical aspect of our work exploring culturally responsive education and what that might look like in science classrooms through the stories that teachers tell. Our findings suggest that storytelling is a rich, descriptive vehicle for exploration and sensemaking amongst teachers in a professional learning group and an underused resource in studying culturally responsive education, especially in science.

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Story exchange in teacher professional discourse

Cited by 16 publications

References 29 publications

Relocating Research on Teacher Learning: Toward Pedagogically Productive Talk

Relocating Research on Teacher Learning: Toward Pedagogically Productive Talk

Teacher learning in communities of practice: The affordances of co‐planning for novice and veteran teachers' learning

Stories That Teachers Tell: Exploring Culturally Responsive Science Teaching

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