Knowledge Co-Construction in Professional Reading Group Discussions
As part of our longitudinal study of TESOL instructors' engagement with peer-reviewed journal articles in professional reading groups, we examined the processes involved in knowledge co-construction in three group discussions. Audio-recordings of the discussions were analysed using process codi...
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Published in | ELT journal Vol. 75; no. 4; pp. 471 - 481 |
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Main Authors | , |
Format | Journal Article |
Language | English |
Published |
Oxford University Press
01.10.2021
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Subjects | |
Online Access | Get more information |
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Summary: | As part of our longitudinal study of TESOL instructors' engagement with peer-reviewed journal articles in professional reading groups, we examined the processes involved in knowledge co-construction in three group discussions. Audio-recordings of the discussions were analysed using process coding to identify the quality and quantity of the group members' (n = 18) contributions and the processes of knowledge co-construction. Findings revealed that the group members' contributions were characterized by 16 different language functions. The most commonly used functions, agreeing, elaborating and sharing experiences, strengthened group rapport and promoted a positive learning environment. All 16 language functions contributed to the processes of introducing, developing, crystallizing, combining, and creating knowledge that stimulated innovative evidence-informed practices. An awareness of the processes of knowledge-co-construction and their potential to address professional learning and development needs may encourage teachers to engage in autonomous reading groups and support them in the creation of innovative next practices. |
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ISSN: | 0951-0893 |
DOI: | 10.1093/elt/ccab025 |