Mindful Listening: Using Polyvocal Case Histories to Increase Authentic Pedagogical Engagement

• In Event: 34.077 - Impacting Teachers Lives: The Place of Mindfulness and Contemplative Practices in Learning and Teaching

Abstract

This study presents a teacher action research project (Cochran-Smith & Lytle, 2009). Through Deweyian style reflective thinking (Rogers, 2002) and what Martin and Towers (2011) called a “sophisticated capacity to step back” (p. 275), the study aimed to help a group of teachers conceptualize new pedagogical opportunities within a shared a game-based learning platform. Polyvocal case histories (i.e., combining multiple narratives from a wider range of participants to show a full picture of a critical event under investigation) were used to help answer critical questions posed by teachers, increase teachers’ mindfulness, and influence programmatic changes.

Methods
Data were derived from game discourse and the affiliated online teacher professional development forum. Data analysis applied a three-layered approach (identify key event, pivotal moments, and patterns) using inductive thematic analysis (see Table 1). Inclusion criteria was data related to the key event. Qualitative data were derived from laminated discourses (Goffman, 1981), including archived in-game posts across a 10-week iteration of the game, surrounding and metadiscourse, and archived data from the teacher professional development forum. The data from this teacher participatory action research study was layered using a polyvocal case history. There was special attention to pattern detection and variation across narratives.

Results
The polyvocal case histories uncover the following pedagogical aspects that aided in participant success and later guided program improvements.
Bendable rules. Teachers accepting alternative forms of participation was instrumental, allowing those who ventured off into unexpected pedagogical directions to remain engaged. This was further strengthened when young people were aware of their ability to influence the experience.
Stirring up authentic conflict. Actions needed to be student-derived and adults-recognized. As young people felt a call to action (“I am having a serious debate with [another character]”), their involvement increased (“I really want to make this happen.”).
Relational and situational attunement. It mattered to young people whether adults listened to their ideas. Adults having a private professional forum to communicate out-of-character about pedagogical (re)directions assisted adults in being able to listen to student generated ideas. Adults listening to the hopes and excitements of young people demonstrated a heightened reciprocal awareness to relational and situational attunement. Adult support included online provocation, online and face-to-face encouragement (e.g., granting access to the physical space for her students to meet during their lunch hour), and parental permissions (e.g., gameplay at home).
Personal impact factor. Young people needed to feel the sense that if they play it “right,” they could have an impact (We are almost there!).” Believing that they could be victorious with their efforts was instrumental.
Restricted but realistic time parameters. As young people felt the imposition of a restricted but realistic time window to complete their action, motivations increased.
Diverse modes of communications. Throughout, young people sought a variety of ways to communicate, such as private and public posts; recognized and anonymous submission of ideas; and written, visual, and alternative (e.g., poll).

Author

• Jennifer Elaine Killham, University of LaVerne