Taking Stock of Research on Teacher Collaborative Discourse: Theory and Method in a Nascent Field

• In Event: 64.055 - Teacher Discourse, Reflection, and Noticing as Windows Into Teacher Learning

Abstract

Scholars generally agree that teacher professional conversations can play a critical role in teacher learning on the job. However, empirical research on the topic is relatively diffuse. This paper offers a systematic review of published studies involving the observation and recording of discourse in teacher teams in order to (a) summarize what we know about teacher discourse and its role in teacher learning processes; (b) map the various ways that this diverse and fragmented body of research has conceptualized and studied such discourse; and (c) identify key questions and emphases for the consolidation and further development of this nascent field. We discuss theoretical perspectives on learning and discourse, research designs, what makes discourse generative, and next steps for the field.

Authors

• Adam Lefstein, Ben-Gurion University of the Negev

• Nicole Louie, University of Wisconsin - Madison

• Aliza Segal, Ben-Gurion University of the Negev

• Ayelet Becher, Ben-Gurion University of the Negev