Relocating Research on Teacher Learning: Toward Pedagogically Productive Talk

Most research and practice in teacher in-service learning focuses on formal professional development activities. This article calls for paying greater attention to the informal conversations that are embedded in teachers’ day-to-day work and through which they learn from one another what it means to...

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Bibliographic Details
Published inEducational Researcher Vol. 49; no. 5; pp. 360 - 368
Main Authors Lefstein, Adam, Vedder-Weiss, Dana, Segal, Aliza
Format Book Review Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.06.2020
American Educational Research Association
Subjects
Attention
Collegiality
Communities of Practice
Conversation
Discourse Analysis
Educational Research
Inservice Teacher Education
Lifelong Learning
Professional development
Service learning
Teacher Collaboration
Teacher education
staff development
teacher discourse
communities of practice
teacher education/development
discourse analysis
teacher learning
professional development
discourse processes
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Summary:Most research and practice in teacher in-service learning focuses on formal professional development activities. This article calls for paying greater attention to the informal conversations that are embedded in teachers’ day-to-day work and through which they learn from one another what it means to be a teacher and how to perform their duties. The authors build on theory and research in teacher on-the-job discourse and learning in order to (a) argue that, as a field, we need to pay more focused and systematic attention to teacher on-the-job discourse; (b) offer a coherent conceptual framework for “pedagogically productive” teacher talk; and (c) highlight key research directions and challenges in investigating this and related phenomena.
ISSN:0013-189X
1935-102X
DOI:10.3102/0013189X20922998