The case of the non-missing “no”: Implications of extensive direct repair on tutor-learner interactions

Netz, Hadar

doi:10.1016/j.linged.2020.100814

Cited by 3 publications

(2 citation statements)

References 56 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Research on face threat and face‐work in teacher communities is scarce (Vedder‐Weiss et al, 2019). However, we can conclude from classroom research that, on the one hand, face‐work supports the group solidarity and a positive emotional climate (Dippold, 2014), while on the other hand, it may constrain learning (Netz, 2020). Face‐work may contrast with the openness to criticism that reflective inquiry demands, particularly when the face‐work involves avoiding disagreement, changing the subject, complimenting (instead of criticizing), and silencing challenging voices.…”

Section: Background and Theoretical Frameworkmentioning

confidence: 98%

“…Inquiry discourse in teacher CoPs is often constrained by face‐work (Goffman, 1955), that is to say, discursive moves that preserve a participant's positive social image (i.e., her face) as a reaction to a face threat (Vedder‐Weiss, Segal, & Lefstein, 2019). While face‐work is important for positive relational dynamics (Brown & Levinson, 1987), it may undermine learning (Netz, 2020). Face‐work is often aggravated when veteran and novice teachers interact, particularly when veteran teachers' practice is being scrutinized (Finkelstein et al, 2019; Vedder‐Weiss et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

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

View full text Add to dashboard Cite

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.

show abstract

Section: Background and Theoretical Frameworkmentioning

confidence: 98%

Section: Introductionmentioning

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

View full text Add to dashboard Cite

show abstract

Navigating socio‐emotional risk through comfort‐building in physics teacher professional development: A case study

Mahmood,

Talafian,

Shafer

et al. 2024

J Res Sci Teach

View full text Add to dashboard Cite

In teacher professional development (PD), grouping teachers with varying levels of experience can be a productive and empowering way to stimulate the exchange and co‐generation of content and pedagogical knowledge. However, less experienced teachers can face socio‐emotional risks when engaging in collaborative science content reasoning tasks with more experienced colleagues, and these risks may impact the collaborative experience of both parties and the learning environment in teacher PD. This exploratory case study examines the process of productively navigating socio‐emotional risks and interpersonal tensions encountered by a veteran and pre‐service physics teacher during one episode of discussing physics content. We use a single term, comfort‐building, to encapsulate discursive moves that result in increased feelings of comfort and safety by the participants. Comfort‐building includes moves that serve to mitigate social risk, ease tension, and avoid discomfort, as well as those geared toward finding common ground and co‐navigating challenges. These moves can carve out conversational space for teachers to more confidently face risks associated with being accountable to the physics content knowledge and engage in discipline‐based conversations more deeply. The presented case was followed by video‐stimulated individual interviews to determine how consciously the teachers connected their participation to explicit risk and comfort. This case study highlights an affective dimension for consideration in the continued study and facilitation of science teacher PD, especially programs that bring together teachers with a variety of backgrounds and skill sets.

show abstract

Developing student-teachers’ interactional competence through video-enhanced reflection: a discursive timeline analysis of negative evaluation in classroom interaction

Sert,

Gynne,

Larsson

2024

Classroom Discourse

View full text Add to dashboard Cite

The case of the non-missing “no”: Implications of extensive direct repair on tutor-learner interactions

Cited by 3 publications

References 56 publications

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

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

Navigating socio‐emotional risk through comfort‐building in physics teacher professional development: A case study

Developing student-teachers’ interactional competence through video-enhanced reflection: a discursive timeline analysis of negative evaluation in classroom interaction

Contact Info

Product

Resources

About