Learning Through Sharing and Practicing: Teachers' Group Reflective Experience in Implementing Collaborative Discussions

• In Event: Cultivating Teacher Knowledge for Engaging a Range of Learners

Abstract

Incorporating small-group discussions in classroom lessons has shown promising benefits in improving students’ thinking and social skills; however, integrating the practice into regular teaching remains challenging for teachers. This study analyzed teachers’ group reflective experiences as they learned to employ Collaborative Reasoning discussions. Drawing from theories on reflective teaching and professional learning communities, we examined seven transcripts of teachers’ group reflections through line-by-line microanalysis and linguistic ethnography. Findings revealed that despite experiencing struggles, teachers became more critical and confident towards the end. Results of the study provide insights about the process of teachers’ adopting a dialog-based pedagogy and the supporting role of group reflective experience during the process.

Authors

• Emmanuella S Datu, National University of Singapore

• Jingjing Sun, University of Montana