Pedagogically Productive Talk as a Lens to Examine a Collaborative Teacher Planning Meeting

• In Event: AERA Roundtable Session 7
  In Roundtable Session: Research in Teacher Learning Through Discourses and Dialogues

Abstract

Teacher collaboration to examine their own practice is critical for continuous improvement (or simultaneous renewal) in schools. Yet research is limited on qualities of collaboration that matter for improvement, how to examine those qualities, and how to realize and sustain them in other settings. We use Lefstein et al.’s recent framework on Pedagogically Productive Talk (PPT) to examine a sixth grade teacher team meeting in a low-income, Latino-majority elementary school in Southern California. We video-record and transcribe the meeting, code for PPT principles, and conduct mixed-method analysis to determine how PPT affords collaboration as well as insights about the framework itself. We find PPT holds up nicely and has value to examine and support collaborative teacher learning in other settings.

Authors

• William M. Saunders, University of California - Los Angeles

• Bryant Jensen, Brigham Young University

• Taylor Topham, Brigham Young University

• David J. Marcelletti, Talking Teaching Network

• Kevin McCarthy