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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| Published in | Educational Researcher Vol. 49; no. 5; pp. 360 - 368 |
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| Main Authors | , , |
| Format | Book Review Journal Article |
| Language | English |
| Published |
Los Angeles, CA
SAGE Publications
01.06.2020
American Educational Research Association |
| Subjects | |
| Online Access | Get full text |
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| Abstract | 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. |
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| AbstractList | 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. |
| Author | Vedder-Weiss, Dana Segal, Aliza Lefstein, Adam |
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| Keywords | staff development teacher discourse communities of practice teacher education/development discourse analysis teacher learning professional development discourse processes |
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| SubjectTerms | Attention Collegiality Communities of Practice Conversation Discourse Analysis Educational Research Inservice Teacher Education Lifelong Learning Professional development Service learning Teacher Collaboration Teacher education |
| Title | Relocating Research on Teacher Learning: Toward Pedagogically Productive Talk |
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