The Fourth Wall of Professional Learning and Cultures of Collaboration

Abstract

Recent innovations in professional development are rife with a wide array of efforts focused on teacher collaboration. In this essay, we address some of the unexamined assumptions about the nature and significance of interactions in teacher professional collaboration, drawing on the concept of the “fourth wall” from theater and film studies. The fourth wall is a term used to describe the invisible wall that separates actors from their audience. We use this metaphor to interrogate the function of the fourth wall in professional learning and argue that it reflects a culture of professional learning that, despite innovations that tout teacher collaboration, upholds isolation in teaching and teacher learning and deep embedded norms of noninterference in one another’s practice. We also attend to the possibilities for supporting teacher learning that breaching the fourth wall affords when shared enactments of practice are used as a context for teachers’ sensemaking and collaboration.

Stepping in or Stepping On: Mentor Teachers’ Preferences for Mentoring Inside and Outside of Interactive Teaching

“…The norm of non-interference is especially visible in mentors’ responses to three inside-the-action vignettes that portray some form of “stepping in” by the mentor. What we and other scholars of TE (Braaten, 2019; Ghousseini et al, 2021; Gibbons et al, 2017; Kavanagh, Resnick et al, 2022; Kazemi et al, 2016; Stroupe & Gotwals, 2018) have thought of as stepping in they saw as stepping on, a form of interference with negative consequences for the novice’s identity, authority, and self-confidence. Mentors’ sensitivity to novices’ feelings is certainly well-intentioned.…”

“…The reasons that our participants gave for why they preferred outside-the-action mentoring to mentoring-in-the-moment tended to center on protecting novice teacher agency and authority and on protecting the mentor-novice relationship. These reasons shed light on a culture of mentoring rooted in the broader culture of teaching, which tends to value norms of privacy, individualism, politeness, and non-interference (Ghousseini et al, 2021;Kavanagh, Resnick et al, 2022;Little, 1990aLittle, ,1990bLortie, 1975) and reflect a preference for congeniality over critical colleagueship (Little, 1990a(Little, , 1990bLord, 1999).…”

“…The norms of privacy, individualism, politeness, congeniality, and non-interference associated with the culture of teaching (Ghousseini et al, 2021;Kavanagh, Resnick et al, 2022;Little, 1990aLittle, , 1990bLord, 1999;Lortie, 1975) may be part of the reason that mentors typically reject inside-the-action mentoring practices. However, it may also have good reasons to save their mentoring for moments when students are not present.…”

Stories That Teachers Tell: Exploring Culturally Responsive Science Teaching

“…For instance, teachers frequently questioned if what they were doing in their science classes could be considered culturally responsive or an indication of "just good teaching," using Ladson-Billings' [5] foundational piece as an anchor. At times this led to rich discussions about "what counts" as culturally responsive, allowing for the development of shared language and description about what they deemed appropriate-a practice common in teacher communities of practice [78] and one that supports teachers in collaborating with other teachers and feeling less isolated in thinking about and enacting this complex work [79]. In fact, one thread woven throughout several stories is wondering to what extent the approaches were culturally responsive.…”

Changemakers share their why, collaborate as critical friends, and highlight leadership skills

“…Based on the results of the REDS report, it is evident that teachers are experiencing burnout and require resources to revitalise their perceptions of their profession. A review of the literature on the recognition of teachers' responsibilities, collaboration with other teachers, reflection and celebration of the good things happening in classrooms, and participation in conversations that inspire rather than limit or defeat educators indicates educators can feel supported and heard when they connect and engage in dialogue (Agyapong et al 2022;Diliberti, Schwartz & Grant 2021;Ford 2019;Ghousseini et al 2022;Horn et al 2007). Historically, stress is reported as the number one reason teachers quit and with teacher attrition lowering student achievement; this is a startling fact (Diliberti et al 2021).…”