Noticing and Wondering: Scaffolding Generative Discourse in Teachers' Work Group Conversations

• In Event: Describing and Situating Teachers' Collaborative Learning

Abstract

There is a need to better understand how to increase generativity of teachers’ discourse for social knowledge co-construction in professional development (PD) workgroup conversations. This study offers a framework that conceptualizes the features of generative discourse and an associated approach to classifying and organizing such discourse in teachers’ talk. Then we report findings from our examination of social knowledge construction in teacher PD workgroup conversations that indicates the discourse practice of Noticing and Wondering can impact the generativity of teachers’ discourse.

Authors

• Anthony Matranga, California State University - San Marcos

• Melinda Sebastian, Drexel University

• Jason Silverman, Drexel University

• Valerie Klein, Drexel University

• Wesley Shumar, Drexel University