Teacher professional dialogues during a school intervention
From stabilization to possibility discourse through reflexive noticing
Bibliographic Data
| ID | 21633057 |
|---|---|
| Authors | Anna Pauliina Rainio (0000-0002-3964-6648, University of Helsinki, corresponding author), Riikka Hofmann (0000-0001-8042-0272, University of Cambridge) |
| Year | 2021 |
| Volume | 30 |
| Issue | 4-5 |
| Pages | 707-746 |
| Publication date | 2021-10-20 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of the Learning Sciences (JOURNAL) |
| Journal identifiers | ISSN: 1050-8406 • E-ISSN: 1532-7809 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10508406.2021.1936532 |
| OpenAlex | W3184604015 |
| Language | EN |
| Citations received | 15 |
| References cited | 40 |
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
Cognitive reframing · Dialogic · Discourse analysis · Epistemology · Ideology · Limiting · Linguistics · Pedagogy · Reflexivity · Social science · Sociology · Educational and Psychological Assessments · Innovative Teaching and Learning Methods · Psychology · Social Psychology · Teacher Education and Leadership Studies
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| Unique citing works | 15 |
|---|---|
| Citations per year | 3,75 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 15 |