Dana Vedder-Wei
Datos Biográficos
| ID | 4609361 |
|---|---|
| NOMBRE | Dana Vedder-Wei |
| NOMBRES | Dana |
| APELLIDO | Vedder-Wei |
| FIRMA | VEDDER-WEI D |
| AFILIACIONES | Ben-Gurion University of the Negev |
| ORCID | 0000-0001-7115-243X |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 26 |
| TOTAL DE CITAS | 70 |
| TOTAL COMO AUTOR | 26 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2017 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 4 |
Epistemic Agency and Resource Use in Family Science Engagement
In this multiple, comparative exploratory case study, we employed linguistic ethnographic microanalysis to explore epistemic agency and resource use in family science engagement. Epistemic agency is an essential dimension of scientific practices that positions the learners as constructors of knowledge, through their involvement in questioning, challenging, contrasting ideas, and more. Research demonstrates how informal learning environments affor…
Narrated pedagogical emotions as a resource for teacher professional learning
Background To advance understanding of the role of emotions in teacher learning, we draw on situative perspectives and a view of teacher learning as developing the ability to manage classroom complexity. We explore stories teachers tell that narrate pedagogical emotions in professional development (PD) conversations and examine whether and how these emotions are leveraged as collaborative learning resources.Method We analyzed in-school PD discour…
Science Teachers' Management of Conflicting Institutional Logics
In science education, the convergence of recent reform demands with existing policies requires teachers to navigate conflicting expectations, practices, and missions when performing their job. Institutional research has invested much effort into examining how operating in such a fragmented policy environment, in which conflicting institutional logics are present, impacts teachers. However, it has paid little attention to how being caught in such …
Rigor and Representation
Science Education research and its impact on theory and practice are critical levers for creating a more just and engaging science education experience for all learners. As we begin our five-year editorial tenure, the Journal of Research in Science Teaching (JRST), like so many academic journals, faces both challenge and possibility. We are honored to serve as Co-Editors-in-Chief of NARST's flagship journal, to uphold this publication's long trad…
Group Goals in Teacher Team Meetings
This study explored the phenomenon of group goals in teacher team meetings using questionnaires (n = 795) and in-depth interviews with teachers (n = 20). Drawing on achievement goals theory, we mapped the various types of group goals teacher teams may collectively pursue, uncovered their unique characteristics, estimated their prevalence, and investigated teachers’ stances towards them. We found that teacher group goals included establishing a se…
‘I don’t assess children this way’ – how do disagreements about assessment support (or limit) teacher on-the-job learning
This study investigates pedagogical disagreements about assessment in teacher team meetings. Combining quantitative and micro-ethnographic discourse analysis, we explore the characteristics of teachers’ disagreements about assessment and the conditions that afford or constrain their development as productive for teacher on-the-job learning. We analyse 149 disagreements from 46 team meetings and explore two contrasting case studies. We find that d…
‘I wonder if it mattered that they were Arab’
We studied how clinical simulations can support teachers’ discourse on sociopolitical issues, specifically in teacher–parent relationships. We examined a video-recorded peer discussion in which Israeli-Jewish teachers discussed a simulation of a conflict with an Israeli-Arab mother. Using a situative professional learning framework and linguistic-ethnographic microanalysis, we explored the teacher discourse and its evolution. Teachers were offere…
Science Triggers and Situational Interest in Everyday Family Life
Interest in science is critical for science learning. The family plays a major role in supporting the development of children's interest in science by eliciting and fostering interest and engagement with science content and practice. This study characterizes triggers for interest in science in everyday family life and measures the duration of resulting engagement manifesting situational interest. In an insider researcher‐ethnography of one family…
Facilitation strategies responding to emotional displays in PD discourse
Learning and relational goals are inherently intertwined in collaborative teacher learning. However, they present tensions that facilitators of professional development (PD) groups need to navigate. Scholars increasingly advocate for problem-based, collaborative teacher learning and highlight the central role that emotions play in teacher learning. However, scarce research has examined how facilitators manage emotion display in PD settings, navig…
Blame avoidance and facework in teachers` collaborative decision-making
Previous studies have paid little attention to teachers` self or collegial considerations when making decisions about their students, precisely their tendency to avoid being blamed for students` failure. When a teacher is blamed for a student’s difficulties, her/his public image (‘face’) is threatened, and s/he and her/his colleagues can be expected to engage in ‘facework.’ This study examined blame attribution and facework in teachers’ discussio…
Professional learning communities under test-based accountability
Test-based accountability (TBA) draws on a managerialist ideology that emphasises standards, constant measurement, and external motivation for improvement. It stands in sharp contrast to the idea of professional learning communities (PLCs) that aim to mobilise teachers' internal motivation and willingness to cooperate with peers to facilitate a joint, self-reflective inquiry process of pedagogical improvement. The Israeli education system has ado…
Elementary school science teachers' discourse and on‐the‐job learning about student motivation
Science teachers' professional learning about student motivation can play a key role in developing their ability to nurture student motivation and cope with motivational challenges. To advance the understanding of how on‐the‐job discussions facilitate teacher learning about student motivation, this study investigated how elementary‐school science teachers described and reasoned about student motivation in school‐based team meetings, by analyzing …
Examining science teachers' engagement in professional development
Research indicates many professional development (PD) programs fail to promote a significant change in science teaching, despite the resources invested in them. While previous research addresses this problem through aspects of policy making, design, and teachers' identity, we suggest a focus on teachers' engagement in learning during PD sessions. Engagement is critical for learning processes and outcomes and affects teachers' professional learnin…
I know how to say it, but I still don’t know it in my hands’
In recent years, Forest Education has gained increasing traction around the world. Yet its unique features, as well as their relations with other outdoor environmental education approaches, remain undertheorized. This study explores the pedagogical practices of one emerging strand of Forest Education, and the epistemology underpinning it, in order to better position it with respect to other environmental education approaches. The study is based o…
Too old to learn? The ambivalence of teaching experience in an Israeli teacher leadership initiative
Facework in teacher collaborative learning
Discourse genres and children agency in everyday family science engagement
Pedagogical and epistemic uncertainty in collaborative teacher learning
Embodied interactions in a science museum
Informal science learning environments, such as science museums, afford a variety of interactions, sense‐making processes, participation modes, and roles. Accumulating research advances our understanding of the cognitive and affective dimensions of science learning in informal environments, including the development of scientific sense‐making and identity. Despite the variety of opportunities informal settings uniquely afford for physical interac…
Teacher learning in communities of practice
Collaborative reflective inquiry in teacher communities of practice (CoP) supports their professional situated learning. However, the CoP model entails at least three limitations and challenges for teacher learning: novice teachers can seldom act as legitimate peripheral participants since they are obliged to do the same work that veterans do; veterans' learning is neglected since they are expected to teach the novices; and power dynamics between…
Status and inquiry in teacher communities
Leading teacher professional identity construction and school reform development
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
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…
Teacher Face-Work in Discussions of Video-Recorded Classroom Practice
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…
Relocating Research on Teacher Learning
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…
Appropriating protocols for the regulation of teacher professional conversations
Teacher Face-Work in Discussions of Video-Recorded Classroom Practice
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…
Status and inquiry in teacher communities
Pedagogical and epistemic uncertainty in collaborative teacher learning
Leading teacher professional identity construction and school reform development
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…
Facilitation strategies responding to emotional displays in PD discourse
Learning and relational goals are inherently intertwined in collaborative teacher learning. However, they present tensions that facilitators of professional development (PD) groups need to navigate. Scholars increasingly advocate for problem-based, collaborative teacher learning and highlight the central role that emotions play in teacher learning. However, scarce research has examined how facilitators manage emotion display in PD settings, navig…
Facework in teacher collaborative learning
Appropriating protocols for the regulation of teacher professional conversations
Teacher Face-Work in Discussions of Video-Recorded Classroom Practice
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
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…
Embodied interactions in a science museum
Informal science learning environments, such as science museums, afford a variety of interactions, sense‐making processes, participation modes, and roles. Accumulating research advances our understanding of the cognitive and affective dimensions of science learning in informal environments, including the development of scientific sense‐making and identity. Despite the variety of opportunities informal settings uniquely afford for physical interac…
Teacher learning in communities of practice
Collaborative reflective inquiry in teacher communities of practice (CoP) supports their professional situated learning. However, the CoP model entails at least three limitations and challenges for teacher learning: novice teachers can seldom act as legitimate peripheral participants since they are obliged to do the same work that veterans do; veterans' learning is neglected since they are expected to teach the novices; and power dynamics between…
Status and inquiry in teacher communities
Leading teacher professional identity construction and school reform development
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…
Discourse genres and children agency in everyday family science engagement
Pedagogical and epistemic uncertainty in collaborative teacher learning
Elementary school science teachers' discourse and on‐the‐job learning about student motivation
Science teachers' professional learning about student motivation can play a key role in developing their ability to nurture student motivation and cope with motivational challenges. To advance the understanding of how on‐the‐job discussions facilitate teacher learning about student motivation, this study investigated how elementary‐school science teachers described and reasoned about student motivation in school‐based team meetings, by analyzing …
Examining science teachers' engagement in professional development
Research indicates many professional development (PD) programs fail to promote a significant change in science teaching, despite the resources invested in them. While previous research addresses this problem through aspects of policy making, design, and teachers' identity, we suggest a focus on teachers' engagement in learning during PD sessions. Engagement is critical for learning processes and outcomes and affects teachers' professional learnin…
I know how to say it, but I still don’t know it in my hands’
In recent years, Forest Education has gained increasing traction around the world. Yet its unique features, as well as their relations with other outdoor environmental education approaches, remain undertheorized. This study explores the pedagogical practices of one emerging strand of Forest Education, and the epistemology underpinning it, in order to better position it with respect to other environmental education approaches. The study is based o…
Too old to learn? The ambivalence of teaching experience in an Israeli teacher leadership initiative
Facework in teacher collaborative learning
Blame avoidance and facework in teachers` collaborative decision-making
Previous studies have paid little attention to teachers` self or collegial considerations when making decisions about their students, precisely their tendency to avoid being blamed for students` failure. When a teacher is blamed for a student’s difficulties, her/his public image (‘face’) is threatened, and s/he and her/his colleagues can be expected to engage in ‘facework.’ This study examined blame attribution and facework in teachers’ discussio…
Professional learning communities under test-based accountability
Test-based accountability (TBA) draws on a managerialist ideology that emphasises standards, constant measurement, and external motivation for improvement. It stands in sharp contrast to the idea of professional learning communities (PLCs) that aim to mobilise teachers' internal motivation and willingness to cooperate with peers to facilitate a joint, self-reflective inquiry process of pedagogical improvement. The Israeli education system has ado…
Group Goals in Teacher Team Meetings
This study explored the phenomenon of group goals in teacher team meetings using questionnaires (n = 795) and in-depth interviews with teachers (n = 20). Drawing on achievement goals theory, we mapped the various types of group goals teacher teams may collectively pursue, uncovered their unique characteristics, estimated their prevalence, and investigated teachers’ stances towards them. We found that teacher group goals included establishing a se…
‘I don’t assess children this way’ – how do disagreements about assessment support (or limit) teacher on-the-job learning
This study investigates pedagogical disagreements about assessment in teacher team meetings. Combining quantitative and micro-ethnographic discourse analysis, we explore the characteristics of teachers’ disagreements about assessment and the conditions that afford or constrain their development as productive for teacher on-the-job learning. We analyse 149 disagreements from 46 team meetings and explore two contrasting case studies. We find that d…
‘I wonder if it mattered that they were Arab’
We studied how clinical simulations can support teachers’ discourse on sociopolitical issues, specifically in teacher–parent relationships. We examined a video-recorded peer discussion in which Israeli-Jewish teachers discussed a simulation of a conflict with an Israeli-Arab mother. Using a situative professional learning framework and linguistic-ethnographic microanalysis, we explored the teacher discourse and its evolution. Teachers were offere…
Science Triggers and Situational Interest in Everyday Family Life
Interest in science is critical for science learning. The family plays a major role in supporting the development of children's interest in science by eliciting and fostering interest and engagement with science content and practice. This study characterizes triggers for interest in science in everyday family life and measures the duration of resulting engagement manifesting situational interest. In an insider researcher‐ethnography of one family…
Facilitation strategies responding to emotional displays in PD discourse
Learning and relational goals are inherently intertwined in collaborative teacher learning. However, they present tensions that facilitators of professional development (PD) groups need to navigate. Scholars increasingly advocate for problem-based, collaborative teacher learning and highlight the central role that emotions play in teacher learning. However, scarce research has examined how facilitators manage emotion display in PD settings, navig…
Epistemic Agency and Resource Use in Family Science Engagement
In this multiple, comparative exploratory case study, we employed linguistic ethnographic microanalysis to explore epistemic agency and resource use in family science engagement. Epistemic agency is an essential dimension of scientific practices that positions the learners as constructors of knowledge, through their involvement in questioning, challenging, contrasting ideas, and more. Research demonstrates how informal learning environments affor…
Narrated pedagogical emotions as a resource for teacher professional learning
Background To advance understanding of the role of emotions in teacher learning, we draw on situative perspectives and a view of teacher learning as developing the ability to manage classroom complexity. We explore stories teachers tell that narrate pedagogical emotions in professional development (PD) conversations and examine whether and how these emotions are leveraged as collaborative learning resources.Method We analyzed in-school PD discour…
Science Teachers' Management of Conflicting Institutional Logics
In science education, the convergence of recent reform demands with existing policies requires teachers to navigate conflicting expectations, practices, and missions when performing their job. Institutional research has invested much effort into examining how operating in such a fragmented policy environment, in which conflicting institutional logics are present, impacts teachers. However, it has paid little attention to how being caught in such …
Pedagogy (19 obras) · Psychology (19 obras) · Teacher Education and Leadership Studies (17 obras) · Sociology (16 obras) · Mathematics education (12 obras) · Ethnography (9 obras) · Professional development (9 obras) · Computer Science (7 obras) · Epistemology (6 obras) · Innovative Teaching and Learning Methods (6 obras)