TY - JOUR
T1 - Interaction in teacher communities
T2 - Three forms teachers use to express contrasting ideas in video clubs
AU - Dobie, Tracy E.
AU - Anderson, Eleanor R.
N1 - Funding Information:
Earlier versions of this paper were presented at the Annual Meeting of the American Educational Research Association, April 2012, and the Annual Conference of the Association of Mathematics Teacher Educators, February 2014. The research reported here was supported in part by the Institute of Education Sciences , U.S. Department of Education, through Grant R305B080027 to Northwestern University. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. The authors wish to thank Miriam Sherin for the use of her data and for her thoughtful comments on earlier versions of the manuscript, as well as Reed Stevens for his constructive feedback throughout the process. The authors would also like to thank the teachers who generously participated in this research.
PY - 2015/4/1
Y1 - 2015/4/1
N2 - Interaction and the expression of contrasting ideas are thought to be important components of teacher learning communities. However, criteria for identifying beneficial interactional practices are needed. In this paper we use the tools of conversation analysis to examine mathematics teachers' expressions of contrasting ideas in a video club setting. Using turn-by-turn analyses of talk, we describe criteria for distinguishing three forms for expressing contrasting ideas - open discussion, implicit critique, and serial turns. We consider potential implications of each form for teacher learning and conclude with suggestions to help teacher communities move between the three forms.
AB - Interaction and the expression of contrasting ideas are thought to be important components of teacher learning communities. However, criteria for identifying beneficial interactional practices are needed. In this paper we use the tools of conversation analysis to examine mathematics teachers' expressions of contrasting ideas in a video club setting. Using turn-by-turn analyses of talk, we describe criteria for distinguishing three forms for expressing contrasting ideas - open discussion, implicit critique, and serial turns. We consider potential implications of each form for teacher learning and conclude with suggestions to help teacher communities move between the three forms.
KW - Conflict
KW - Conversation analysis
KW - Learning communities
KW - Professional development
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U2 - 10.1016/j.tate.2015.01.003
DO - 10.1016/j.tate.2015.01.003
M3 - Article
AN - SCOPUS:84921918988
SN - 0742-051X
VL - 47
SP - 230
EP - 240
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
ER -