Teacher Communication Concerns Revisited: Calling into Question the Gnawing Pull Towards Equilibrium

Abstract

This study revisits the long-standing teacher communication concerns framework originating over three decades ago. Analysis of 10 years of contemporary GTA teacher communication concerns reveals a typology of 10 concerns, which taken together construct teaching as a process of negotiating relationships, managing identities, and focusing attention. Results add depth to the original teacher communication concerns framework, yet complicate the typological distinctions that often define that framework. Specifically, results suggest that teacher communication concerns are multidimensional, multimodal, dynamic, iterative, and equilibrium-driven. Based on the results, I suggest a new metaphorical framework for teacher-training scholarship and practice.

Yhtenäiskoulua kohti – opettajien ja rehtorien diskursseja koulukulttuurin muutoksesta

“…Varsinkin muutosten keskellä koulun kehittämisen taustalla olevista odotuksista, uskomuksista ja käsityksistä sekä merkitysrakenteista on hyvä keskustella kouluyhteisössä tietoisesti, ja tehdä niiden pohjalta tarkoituksenmukaisia ratkaisuja (Tarnanen ym., 2021). Jaettuja merkityksiä rakennetaan ja muodostetaan opettajien välisissä vuorovaikutussuhteissa (Dannels, 2015), mikä vaatii yhteisöltä ennen muuta sosiaalista joustavuutta (Long, 2015). Muutos autonomiaan tottuneesta toimintakulttuurista kohti avointa ammatillista vuorovaikutusta ja yhteistyön kulttuuria on haasteellista (Asunta & Mikkola, 2020;Houchens & Keaster, 2015).…”

Opening lines: scholarly inquiry and learning outcomes in communication

“…What if … ? For starters: we might train new teachers differently and in ways reflective of the messyness of teaching (Dannels, 2015); help our students realize learning outcomes that are dimensionally layered; and complicate our narratives of what counts as "good teaching," hence positioning ourselves in the center of significant conversations in higher education.…”

“…NCAs learning outcomes initiative, funded by the Lumina Foundation, engaged 30 faculty members from diverse institutions to answer the question: what should students with a Communication degree know, understand, and be able to do? Over a two-year period, the Learning Outcomes in Communication (LOC) team worked towards defining and refining student learning outcomes for communication (see Dannels, 2015;Kidd, 2015;Marshall, 2015 for a description of this project and the outcomes). As the initiative has moved into its implementation phase, the LOCs are finding their way into departments and curricula nationwide.…”