{"title":"学校干预中的教师专业对话:从稳定到反身性注意的可能性话语","authors":"A. Rainio, R. Hofmann","doi":"10.1080/10508406.2021.1936532","DOIUrl":null,"url":null,"abstract":"ABSTRACT Background: Teachers’ limiting conceptualizations of students influence students’ learning opportunities. We analyze teachers’ professional conversations to understand how dialogues can expand teachers’ conceptualizations. Methods: We examine professional dialogues from nine whole-school intervention meetings. Drawing on discursive psychology and activity theoretical notions of learning the study conceptualizes teachers’ collective assumptions as a lived ideology actively sustained by stabilization discourses. We analyze the discursive devices through which the teachers’ talk about their students limits/expands their sense of what is possible in their teaching and their dialogic effects. Findings: Our analysis finds a range of discursive strategies that sustain or re-stabilize the lived ideology. Even when challenged by contrary evidence (e.g., surprises), dilemmatic tensions and reframing repair actions are found to close potential dialogic openings. Importantly, we identify a form of discourse that avoids immediate closure, characterized by sustained reflection on the students’ challenges developing a need to change. We term this reflexive noticing: it is enabled through sustained puzzle, constructing dilemmas as origin of change and discursive consciousness of stabilization. Contribution: We illustrate why contrary evidence often fails to shift limiting conceptualizations about students and show the discursive mechanisms generating possibility knowledge. Implications for teacher learning are discussed.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":null,"pages":null},"PeriodicalIF":3.0000,"publicationDate":"2021-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"13","resultStr":"{\"title\":\"Teacher professional dialogues during a school intervention: From stabilization to possibility discourse through reflexive noticing\",\"authors\":\"A. Rainio, R. Hofmann\",\"doi\":\"10.1080/10508406.2021.1936532\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT Background: Teachers’ limiting conceptualizations of students influence students’ learning opportunities. We analyze teachers’ professional conversations to understand how dialogues can expand teachers’ conceptualizations. Methods: We examine professional dialogues from nine whole-school intervention meetings. Drawing on discursive psychology and activity theoretical notions of learning the study conceptualizes teachers’ collective assumptions as a lived ideology actively sustained by stabilization discourses. We analyze the discursive devices through which the teachers’ talk about their students limits/expands their sense of what is possible in their teaching and their dialogic effects. Findings: Our analysis finds a range of discursive strategies that sustain or re-stabilize the lived ideology. Even when challenged by contrary evidence (e.g., surprises), dilemmatic tensions and reframing repair actions are found to close potential dialogic openings. Importantly, we identify a form of discourse that avoids immediate closure, characterized by sustained reflection on the students’ challenges developing a need to change. We term this reflexive noticing: it is enabled through sustained puzzle, constructing dilemmas as origin of change and discursive consciousness of stabilization. Contribution: We illustrate why contrary evidence often fails to shift limiting conceptualizations about students and show the discursive mechanisms generating possibility knowledge. Implications for teacher learning are discussed.\",\"PeriodicalId\":48043,\"journal\":{\"name\":\"Journal of the Learning Sciences\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.0000,\"publicationDate\":\"2021-08-06\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"13\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of the Learning Sciences\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/10508406.2021.1936532\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of the Learning Sciences","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/10508406.2021.1936532","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Teacher professional dialogues during a school intervention: From stabilization to possibility discourse through reflexive noticing
ABSTRACT Background: Teachers’ limiting conceptualizations of students influence students’ learning opportunities. We analyze teachers’ professional conversations to understand how dialogues can expand teachers’ conceptualizations. Methods: We examine professional dialogues from nine whole-school intervention meetings. Drawing on discursive psychology and activity theoretical notions of learning the study conceptualizes teachers’ collective assumptions as a lived ideology actively sustained by stabilization discourses. We analyze the discursive devices through which the teachers’ talk about their students limits/expands their sense of what is possible in their teaching and their dialogic effects. Findings: Our analysis finds a range of discursive strategies that sustain or re-stabilize the lived ideology. Even when challenged by contrary evidence (e.g., surprises), dilemmatic tensions and reframing repair actions are found to close potential dialogic openings. Importantly, we identify a form of discourse that avoids immediate closure, characterized by sustained reflection on the students’ challenges developing a need to change. We term this reflexive noticing: it is enabled through sustained puzzle, constructing dilemmas as origin of change and discursive consciousness of stabilization. Contribution: We illustrate why contrary evidence often fails to shift limiting conceptualizations about students and show the discursive mechanisms generating possibility knowledge. Implications for teacher learning are discussed.
期刊介绍:
Journal of the Learning Sciences (JLS) is one of the two official journals of the International Society of the Learning Sciences ( www.isls.org). JLS provides a multidisciplinary forum for research on education and learning that informs theories of how people learn and the design of learning environments. It publishes research that elucidates processes of learning, and the ways in which technologies, instructional practices, and learning environments can be designed to support learning in different contexts. JLS articles draw on theoretical frameworks from such diverse fields as cognitive science, sociocultural theory, educational psychology, computer science, and anthropology. Submissions are not limited to any particular research method, but must be based on rigorous analyses that present new insights into how people learn and/or how learning can be supported and enhanced. Successful submissions should position their argument within extant literature in the learning sciences. They should reflect the core practices and foci that have defined the learning sciences as a field: privileging design in methodology and pedagogy; emphasizing interdisciplinarity and methodological innovation; grounding research in real-world contexts; answering questions about learning process and mechanism, alongside outcomes; pursuing technological and pedagogical innovation; and maintaining a strong connection between research and practice.