The Fourth Wall of Professional Learning and Cultures of Collaboration
Bibliographic Data
| ID | 9733842 |
|---|---|
| Authors | Hala Ghousseini (0000-0002-1273-5747, University of Wisconsin, Madison, WI, corresponding author), Sarah Schneider Kavanagh (0000-0002-6645-3542, University of Pennsylvania, Philadelphia, PA), Elizabeth Dutro (0000-0002-1201-769X, University of Colorado Boulder, Boulder, CO), Elham Kazemi (0000-0002-5029-1147, University of Washington, Seattle, WA) |
| Year | 2022 |
| Volume | 51 |
| Issue | 3 |
| Pages | 216-222 |
| Publication date | 2022-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x211058751 |
| OpenAlex | W3214288931 |
| Language | EN |
| Citations received | 9 |
| References cited | 31 |
Recent innovations in professional development are rife with a wide array of efforts focused on teacher collaboration. In this essay, we address some of the unexamined assumptions about the nature and significance of interactions in teacher professional collaboration, drawing on the concept of the “fourth wall” from theater and film studies. The fourth wall is a term used to describe the invisible wall that separates actors from their audience. We use this metaphor to interrogate the function of the fourth wall in professional learning and argue that it reflects a culture of professional learning that, despite innovations that tout teacher collaboration, upholds isolation in teaching and teacher learning and deep embedded norms of noninterference in one another’s practice. We also attend to the possibilities for supporting teacher learning that breaching the fourth wall affords when shared enactments of practice are used as a context for teachers’ sensemaking and collaboration
Context (archaeology · Experiential learning · Function (biology · Isolation (microbiology · Linguistics · Metaphor · Pedagogy · Political science · Professional development · Professional learning community · Public relations · Sensemaking · Sociology · Art Education and Development · Literacy, Media, and Education · Teacher Education and Leadership Studies
Stories That Teachers Tell
What’s (not) on the digital food menu
Host or teacher of teaching? Examining mentors’ tacit theories of student teacher learning
Movement between content and process in teachers’ collective sensemaking about discussions of gender and sexuality in elementary classrooms
What do youth give feedback on when they participate in rehearsals of social studies discussion facilitation
Reflective or transmissive, is there a superior learning approach? Lessons from mentoring relationships
Contextual resources supporting the co‐evolution of teachers' collective inquiry and classroom practice after the grant ended
Preparing in Advance to Respond in-the-Moment
Stepping in or Stepping On
Performance Studies
Improving mathematics instruction through lesson study
With an Eye on the Mathematical Horizon
The Persistence of Privacy
Bridging Epistemologies
Reframing Professional Development Through Understanding Authentic Professional Learning
Orchestrating Productive Mathematical Discussions
Taking stock of research on teacher collaborative discourse
Mapping a strong school culture and linking it to sustainable school improvement
Interruptions
Attending to Problems of Practice
The situativity of knowing, learning, and research
A Taxonomy of Instructional Learning Opportunities in Teachers' Workgroup Conversations
Keeping It Complex
School Teacher
| Unique citing works | 9 |
|---|---|
| Citations per year | 2,25 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 9 |