Journal of the Learning Sciences ( IF 6.083 ) Pub Date : 2021-08-06 , DOI: 10.1080/10508406.2021.1936532 Anna Pauliina Rainio 1 , Riikka Hofmann 2
ABSTRACT
Background: Teachers’ limiting conceptualizations of students influence students’ learning opportunities. We analyze teachers’ professional conversations to understand how dialogues can expand teachers’ conceptualizations.
Methods: We examine professional dialogues from nine whole-school intervention meetings. Drawing on discursive psychology and activity theoretical notions of learning the study conceptualizes teachers’ collective assumptions as a lived ideology actively sustained by stabilization discourses. We analyze the discursive devices through which the teachers’ talk about their students limits/expands their sense of what is possible in their teaching and their dialogic effects.
Findings: Our analysis finds a range of discursive strategies that sustain or re-stabilize the lived ideology. Even when challenged by contrary evidence (e.g., surprises), dilemmatic tensions and reframing repair actions are found to close potential dialogic openings. Importantly, we identify a form of discourse that avoids immediate closure, characterized by sustained reflection on the students’ challenges developing a need to change. We term this reflexive noticing: it is enabled through sustained puzzle, constructing dilemmas as origin of change and discursive consciousness of stabilization.
Contribution: We illustrate why contrary evidence often fails to shift limiting conceptualizations about students and show the discursive mechanisms generating possibility knowledge. Implications for teacher learning are discussed.
中文翻译:
学校干预期间的教师专业对话:通过反思性注意从稳定到可能性话语
摘要
背景:教师对学生的限制性概念影响学生的学习机会。我们分析教师的专业对话,以了解对话如何扩展教师的概念。
方法:我们检查来自九个全校干预会议的专业对话。借鉴学习的话语心理学和活动理论概念,该研究将教师的集体假设概念化为由稳定话语积极支持的生动意识形态。我们分析了教师谈论学生的话语手段,限制/扩展了他们对教学中的可能性和对话效果的认识。
发现:我们的分析发现了一系列维持或重新稳定现实意识形态的话语策略。即使受到相反的证据(例如,意外)的挑战,两难的紧张局势和重构修复行动也被发现会关闭潜在的对话开口。重要的是,我们确定了一种避免立即结束的讨论形式,其特点是持续反思学生面临的挑战,从而需要改变。我们将这种反射性注意称为:它是通过持续的谜题、构建困境作为变化的起源和稳定的话语意识来实现的。
贡献:我们说明了为什么相反的证据经常无法改变关于学生的限制性概念,并展示了产生可能性知识的话语机制。讨论了对教师学习的影响。