Teacher Face-Work in Discussions of Video-Recorded Classroom Practice: Constraining or Catalyzing Opportunities to Learn?

Classroom videos can make instructional practice public, cultivating collaborative, critical teacher discussions. However, video-based learning also involves a risk—the risk of hurting one’s own or a colleague’s public image, or face. In this study, we investigate the role of face threat and face ma...

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Bibliographic Details
Published inJournal of teacher education Vol. 70; no. 5; pp. 538 - 551
Main Authors Vedder-Weiss, Dana, Segal, Aliza, Lefstein, Adam
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.11.2019
Corwin Press, Inc
SAGE PUBLICATIONS, INC
Subjects
Analysis
Classroom Techniques
Criticism
Defense Mechanisms
Discourse analysis
Discussion
Education
Elementary School Teachers
Faculty Development
Foreign Countries
Pedagogy
Professional development
Risk
Self Concept
Teacher Collaboration
Teacher education
Teachers
Teaching
Teamwork
Video
Video Technology
Israel
problem-based teacher education
professional development
teacher learning
discourse analysis
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Summary:Classroom videos can make instructional practice public, cultivating collaborative, critical teacher discussions. However, video-based learning also involves a risk—the risk of hurting one’s own or a colleague’s public image, or face. In this study, we investigate the role of face threat and face management in teacher professional learning in 16 cases of video-based discussions in six school-based teacher teams. We present findings about the prevalence of face-work, which inhibits or mitigates face threat, as well as an account of various face-work strategies. We illuminate the role face-work plays in shaping opportunities for teacher learning, by analyzing in detail one video-based discussion. This linguistic ethnographic analysis suggests that face threat and face-work in video-based learning are inevitable and have the potential to both catalyze and constrain productive pedagogical discourse. The study demonstrates the critical role of face-work in video-based teacher learning, and the feasibility of investigating it.
ISSN:0022-4871
1552-7816
DOI:10.1177/0022487119841895