This article examines teachers’ sorting practices in two Israeli secondary schools to understand how teachers learn on-the-job to sort their students into learning tracks and programs. Combining quantitative and micro-ethnographic discourse analysis, the article explores how teachers develop sorting strategies in professional settings that are designed for decision-making and not for learning, based on an analysis of 281 audio-recorded discussions during 12 student placement meetings. The article offers new insight into how teachers learn sorting practices by observing other teachers’ modeling behavior and receiving feedback and develop strategies to cope with potential challenges to their own sorting decisions.

本文研究了以色列两所中学的教师分类实践，以了解教师如何在职学习，以便将学生分类为学习途径和课程。本文将定量和微观人种学话语分析相结合，探讨了教师如何在专业环境中制定排序策略，这些策略旨在用于决策而非学习，它基于对12个学生安置会议中281个录音讨论的分析。本文通过观察其他教师的建模行为并接收反馈并制定策略来应对他们自己的排序决策的潜在挑战，提供了有关教师如何学习排序实践的新见解。