Processes and Outcomes of Transcript Play as Professional Development

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

Abstract

This paper explores the processes and outcomes of professional development that engages practicing teachers in critical classroom discourse analysis via video production and collaborative transcript play. The purpose of the professional development was not necessarily to create complete transcripts but, rather, to engage in dialogic process of (re)presentation, interpretation, and reflection. The collaborative process of transcription revealed diverse perspectives and habits of noticing amongst participants, engendered discussions about what takes more weight and precedence in both collegial and teacher-to-student interactions, spurred conversations on ethical and social implications of participant communication habits, and produced reimagining of classroom context. Findings suggest that transcript play greatly contributes to critical reflection.
Key words: professional development, critical reflection, discourse analysis

Author

• Sarah Byrne Bausell, University of North Carolina - Chapel Hill