Aliza Segal
Biographic Data
| ID | 3701156 |
|---|---|
| NAME | Aliza Segal |
| GIVEN NAMES | Aliza |
| FAMILY NAME | Segal |
| SIGNATURE | SEGAL A |
| AFFILIATIONS | Ben-Gurion University of the Negev |
| ORCID | 0000-0002-9135-4642 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 106 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 5 |
Between responsive and directive literacy coaching: Achievement pressures, dialogic ethos, and epistemic authority
Navigating tensions between responsive and directive approaches is a well-documented challenge in literacy coaching. This study probes this challenge by examining two related coaching events in one underperforming elementary school, problematizing dialogicity within the inherently hierarchical coaching relationship. Using linguistic ethnographic methods, we analyze a coach's interaction with her mentor and her subsequent facilitation of the same …
Therapeutic discourse in teacher professional discourse: On multidimensionality and elasticity of psychology-based reasoning
Educational discourses have embraced therapeutic discourse, a psychology-based system of assumptions about the self, its boundaries, development and social relations. While scholars have debated the virtues of this therapeutic turn, there has been little empirical study of therapeutic discourse in teacher pedagogical discourse. This article, using theoretical frameworks of teacher learning and the sociology of therapeutic discourse and employing …
Blurring the boundaries: Opening and sustaining dialogic spaces
Dialogic educators have designed strategies to facilitate dialogic teaching, such as establishing ground rules, employing talk moves, and structuring discussions. Though productive, such strategies rarely open dialogic space, in which shared meaning is created through an interaction that blurs the boundaries between participating voices. Dialogic space is facilitated by tension between perspectives; openness to others, which is facilitated by ego…
Rethinking Collective Reflection in Teacher Professional Development
Collective reflection, which has become a de rigueur activity in teacher training and professional development, is predicated upon Schön's theory of reflective practice. This concept, according to which people learn to be reflective-in-action through reflection on practice, relates primarily to individual and one-on-one mentorship processes. The shift from individual to collective processes has gone largely unstudied and unproblematized. This stu…
When the student is the ‘problem’ and the teacher is not the solution: Teacher professional identity in an era of accountability and personalized instruction
Narratives in the classroom: A tale of affordances and missed opportunities
Associations between problem framing and teacher agency in school-based workgroup discussions of problems of practice
Leading teacher professional identity construction and school reform development: A reciprocal relationship
Teachers play a major role in the success of educational reform, and reforms impact teachers in different ways. This paper explores the relationship between teacher identity and school reform: how a reform affords or constrains teacher professional identity construction, and how teacher identity construction enhances or hinders reform enactment. By employing two theoretical lenses, teacher leadership and teacher identity, we analysed six individu…
Dilemmas of Leadership and Capacity Building in a Research–Practice Partnership
Background Research–practice partnerships (RPPs) are proliferating in education, generating increasing interest and posing many challenges. In this study, we shed light on the challenge of supporting practitioners> leadership and building capacity in an RPP. In the RPP literature, practitioner leadership is often highlighted as both a way to improve design development and enactment and as imperative for capacity building and sustainability. Howev…
Relocating Research on Teacher Learning: Toward Pedagogically Productive Talk
Most research and practice in teacher in-service learning focuses on formal professional development activities. This article calls for paying greater attention to the informal conversations that are embedded in teachers’ day-to-day work and through which they learn from one another what it means to be a teacher and how to perform their duties. The authors build on theory and research in teacher on-the-job discourse and learning in order to (a) a…
Compelling student voice: Dialogic Practices of Public Confession
Encouraging and developing voice in the classroom is a key aim of dialogic pedagogy, but teachers’ elicitation of student voices is not always experienced as empowering. This case study investigates a sixth grade literacy lesson discussion about responding to peer group social ostracism. The teacher pressed students to adopt and articulate a stance on this socially and morally charged issue, resulting in a series of student public confessions. Us…
Taking stock of research on teacher collaborative discourse: Theory and method in a nascent field
Story exchange in teacher professional discourse
Teacher Face-Work in Discussions of Video-Recorded Classroom Practice: Constraining or Catalyzing Opportunities to Learn
Classroom videos can make instructional practice public, cultivating collaborative, critical teacher discussions. However, video-based learning also involves a risk—the risk of hurting one’s own or a colleague’s public image, or face. In this study, we investigate the role of face threat and face management in teacher professional learning in 16 cases of video-based discussions in six school-based teacher teams. We present findings about the prev…
Appropriating protocols for the regulation of teacher professional conversations
Dialogic teaching to the high-stakes standardised test
Within current educational discourse, dialogic pedagogy is diametrically opposed to teaching to the test, especially the high-stakes standardised test. While dialogic pedagogy is about critical thinking, authenticity and freedom, test preparation evokes all that is narrow, instrumental and cynical in education. In this paper, we argue that such positioning of dialogic pedagogy as antithetical to testing is detrimental to attempts both to foster d…
Schooling a Minority: The Case of Havruta Paired Learning
Educational institutions serving minority communities of myriad varieties face the challenge of enculturation into the minority traditions in ways that avoid reification of those traditions, on the one hand, while attending to the surrounding majority culture, on the other. This article explores the practices found in one such context, Talmud study at a religious Jewish Israeli high school. Analysis of paired havruta learning uncovers activity-ce…
Relocating Research on Teacher Learning: Toward Pedagogically Productive Talk
Most research and practice in teacher in-service learning focuses on formal professional development activities. This article calls for paying greater attention to the informal conversations that are embedded in teachers’ day-to-day work and through which they learn from one another what it means to be a teacher and how to perform their duties. The authors build on theory and research in teacher on-the-job discourse and learning in order to (a) a…
Taking stock of research on teacher collaborative discourse: Theory and method in a nascent field
Appropriating protocols for the regulation of teacher professional conversations
Blurring the boundaries: Opening and sustaining dialogic spaces
Dialogic educators have designed strategies to facilitate dialogic teaching, such as establishing ground rules, employing talk moves, and structuring discussions. Though productive, such strategies rarely open dialogic space, in which shared meaning is created through an interaction that blurs the boundaries between participating voices. Dialogic space is facilitated by tension between perspectives; openness to others, which is facilitated by ego…
Teacher Face-Work in Discussions of Video-Recorded Classroom Practice: Constraining or Catalyzing Opportunities to Learn
Classroom videos can make instructional practice public, cultivating collaborative, critical teacher discussions. However, video-based learning also involves a risk—the risk of hurting one’s own or a colleague’s public image, or face. In this study, we investigate the role of face threat and face management in teacher professional learning in 16 cases of video-based discussions in six school-based teacher teams. We present findings about the prev…
Story exchange in teacher professional discourse
Rethinking Collective Reflection in Teacher Professional Development
Collective reflection, which has become a de rigueur activity in teacher training and professional development, is predicated upon Schön's theory of reflective practice. This concept, according to which people learn to be reflective-in-action through reflection on practice, relates primarily to individual and one-on-one mentorship processes. The shift from individual to collective processes has gone largely unstudied and unproblematized. This stu…
Dialogic teaching to the high-stakes standardised test
Within current educational discourse, dialogic pedagogy is diametrically opposed to teaching to the test, especially the high-stakes standardised test. While dialogic pedagogy is about critical thinking, authenticity and freedom, test preparation evokes all that is narrow, instrumental and cynical in education. In this paper, we argue that such positioning of dialogic pedagogy as antithetical to testing is detrimental to attempts both to foster d…
Associations between problem framing and teacher agency in school-based workgroup discussions of problems of practice
Leading teacher professional identity construction and school reform development: A reciprocal relationship
Teachers play a major role in the success of educational reform, and reforms impact teachers in different ways. This paper explores the relationship between teacher identity and school reform: how a reform affords or constrains teacher professional identity construction, and how teacher identity construction enhances or hinders reform enactment. By employing two theoretical lenses, teacher leadership and teacher identity, we analysed six individu…
Compelling student voice: Dialogic Practices of Public Confession
Encouraging and developing voice in the classroom is a key aim of dialogic pedagogy, but teachers’ elicitation of student voices is not always experienced as empowering. This case study investigates a sixth grade literacy lesson discussion about responding to peer group social ostracism. The teacher pressed students to adopt and articulate a stance on this socially and morally charged issue, resulting in a series of student public confessions. Us…
Therapeutic discourse in teacher professional discourse: On multidimensionality and elasticity of psychology-based reasoning
Educational discourses have embraced therapeutic discourse, a psychology-based system of assumptions about the self, its boundaries, development and social relations. While scholars have debated the virtues of this therapeutic turn, there has been little empirical study of therapeutic discourse in teacher pedagogical discourse. This article, using theoretical frameworks of teacher learning and the sociology of therapeutic discourse and employing …
Schooling a Minority: The Case of Havruta Paired Learning
Educational institutions serving minority communities of myriad varieties face the challenge of enculturation into the minority traditions in ways that avoid reification of those traditions, on the one hand, while attending to the surrounding majority culture, on the other. This article explores the practices found in one such context, Talmud study at a religious Jewish Israeli high school. Analysis of paired havruta learning uncovers activity-ce…
Schooling a Minority: The Case of Havruta Paired Learning
Educational institutions serving minority communities of myriad varieties face the challenge of enculturation into the minority traditions in ways that avoid reification of those traditions, on the one hand, while attending to the surrounding majority culture, on the other. This article explores the practices found in one such context, Talmud study at a religious Jewish Israeli high school. Analysis of paired havruta learning uncovers activity-ce…
Appropriating protocols for the regulation of teacher professional conversations
Dialogic teaching to the high-stakes standardised test
Within current educational discourse, dialogic pedagogy is diametrically opposed to teaching to the test, especially the high-stakes standardised test. While dialogic pedagogy is about critical thinking, authenticity and freedom, test preparation evokes all that is narrow, instrumental and cynical in education. In this paper, we argue that such positioning of dialogic pedagogy as antithetical to testing is detrimental to attempts both to foster d…
Taking stock of research on teacher collaborative discourse: Theory and method in a nascent field
Story exchange in teacher professional discourse
Teacher Face-Work in Discussions of Video-Recorded Classroom Practice: Constraining or Catalyzing Opportunities to Learn
Classroom videos can make instructional practice public, cultivating collaborative, critical teacher discussions. However, video-based learning also involves a risk—the risk of hurting one’s own or a colleague’s public image, or face. In this study, we investigate the role of face threat and face management in teacher professional learning in 16 cases of video-based discussions in six school-based teacher teams. We present findings about the prev…
Dilemmas of Leadership and Capacity Building in a Research–Practice Partnership
Background Research–practice partnerships (RPPs) are proliferating in education, generating increasing interest and posing many challenges. In this study, we shed light on the challenge of supporting practitioners> leadership and building capacity in an RPP. In the RPP literature, practitioner leadership is often highlighted as both a way to improve design development and enactment and as imperative for capacity building and sustainability. Howev…
Relocating Research on Teacher Learning: Toward Pedagogically Productive Talk
Most research and practice in teacher in-service learning focuses on formal professional development activities. This article calls for paying greater attention to the informal conversations that are embedded in teachers’ day-to-day work and through which they learn from one another what it means to be a teacher and how to perform their duties. The authors build on theory and research in teacher on-the-job discourse and learning in order to (a) a…
Compelling student voice: Dialogic Practices of Public Confession
Encouraging and developing voice in the classroom is a key aim of dialogic pedagogy, but teachers’ elicitation of student voices is not always experienced as empowering. This case study investigates a sixth grade literacy lesson discussion about responding to peer group social ostracism. The teacher pressed students to adopt and articulate a stance on this socially and morally charged issue, resulting in a series of student public confessions. Us…
Narratives in the classroom: A tale of affordances and missed opportunities
Associations between problem framing and teacher agency in school-based workgroup discussions of problems of practice
Leading teacher professional identity construction and school reform development: A reciprocal relationship
Teachers play a major role in the success of educational reform, and reforms impact teachers in different ways. This paper explores the relationship between teacher identity and school reform: how a reform affords or constrains teacher professional identity construction, and how teacher identity construction enhances or hinders reform enactment. By employing two theoretical lenses, teacher leadership and teacher identity, we analysed six individu…
When the student is the ‘problem’ and the teacher is not the solution: Teacher professional identity in an era of accountability and personalized instruction
Therapeutic discourse in teacher professional discourse: On multidimensionality and elasticity of psychology-based reasoning
Educational discourses have embraced therapeutic discourse, a psychology-based system of assumptions about the self, its boundaries, development and social relations. While scholars have debated the virtues of this therapeutic turn, there has been little empirical study of therapeutic discourse in teacher pedagogical discourse. This article, using theoretical frameworks of teacher learning and the sociology of therapeutic discourse and employing …
Blurring the boundaries: Opening and sustaining dialogic spaces
Dialogic educators have designed strategies to facilitate dialogic teaching, such as establishing ground rules, employing talk moves, and structuring discussions. Though productive, such strategies rarely open dialogic space, in which shared meaning is created through an interaction that blurs the boundaries between participating voices. Dialogic space is facilitated by tension between perspectives; openness to others, which is facilitated by ego…
Rethinking Collective Reflection in Teacher Professional Development
Collective reflection, which has become a de rigueur activity in teacher training and professional development, is predicated upon Schön's theory of reflective practice. This concept, according to which people learn to be reflective-in-action through reflection on practice, relates primarily to individual and one-on-one mentorship processes. The shift from individual to collective processes has gone largely unstudied and unproblematized. This stu…
Between responsive and directive literacy coaching: Achievement pressures, dialogic ethos, and epistemic authority
Navigating tensions between responsive and directive approaches is a well-documented challenge in literacy coaching. This study probes this challenge by examining two related coaching events in one underperforming elementary school, problematizing dialogicity within the inherently hierarchical coaching relationship. Using linguistic ethnographic methods, we analyze a coach's interaction with her mentor and her subsequent facilitation of the same …
Sociology (17 works) · Pedagogy (16 works) · Psychology (15 works) · Teacher Education and Leadership Studies (13 works) · Political science (9 works) · Epistemology (8 works) · Mathematics education (7 works) · Collaborative Teaching and Inclusion (5 works) · EFL/ESL Teaching and Learning (5 works) · Professional development (5 works)