This article analyses conversation around classroom discipline to establish how teachers learn through professional conversation. The study was a qualitative study that originally adopted an ethno-methodological research design. Purposive sampling was used to select 6 primary school teachers from the East London Education District in the Eastern Cape. A video recorder was used to capture the conversation which lasted for 31 minutes 56 seconds after school hours. The recording was viewed repeatedly and transcribed verbatim. Three learning episodes were selected from the transcript for further transcription following Jefferson’s notations for conversation analysis purposes. Clayman and Gill’s (2004) conversation analysis levels were used to analyse selected episodes to establish how teachers learn through professional conversation. The findings show that teachers learn through requesting advice and testing ideas, and through the sharing of ideas. The findings also indicate that teachers use response preferences (response favourites both in agreement or disagreement during conversation), repairing or assisting one another through talking, nodding, and laughing as learning strategies. The study concludes that professional conversation is relevant for continuing teachers’ professional development. We recommend that teachers should embrace professional conversation for exchanging knowledge and experiences for learning purposes. We also encourage teachers to adopt conversational strategies highlighted in this study for professional learning purposes. Research experts on teacher learning should be involved in school workshops in order to further enhance teacher learning in specific areas. Keywords: classroom discipline; conversation analysis; professional conversation; professional learning; teacher learning

中文翻译：

---

从专业对话中学习：对话分析研究

本文分析围绕课堂纪律的对话，以确定教师如何通过专业对话进行学习。该研究是一项定性研究，最初采用了民族方法学研究设计。目的抽样用于从东开普省的东伦敦教育区中选择 6 名小学教师。使用录像机记录下课后持续 31 分 56 秒的对话。录音被反复查看并逐字转录。为了对话分析的目的，按照杰斐逊的记法，从抄本中选择了三个学习片段，用于进一步转录。Clayman 和 Gill (2004) 的对话分析级别用于分析选定的片段，以确定教师如何通过专业对话进行学习。研究结果表明，教师通过征求建议和测试想法以及分享想法来学习。研究结果还表明，教师使用回应偏好（在谈话中同意或不同意的回应偏好），通过交谈、点头和大笑来修复或帮助对方作为学习策略。该研究得出结论，专业对话与继续教师的专业发展相关。我们建议教师应进行专业对话，以交流知识和经验以达到学习目的。我们还鼓励教师为专业学习目的采用本研究中强调的会话策略。教师学习研究专家应参与学校讲习班，以进一步加强特定领域的教师学习。关键词：课堂纪律；对话分析；专业对话；专业学习；教师学习