Learning through communication: exploring learning potential in teacher teams lesson study talk
Learning through communication: exploring learning potential in teacher teams lesson study talk
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通过沟通学习：在教师团队课堂学习谈话中探索学习潜力
DOI：
10.1108/ijlls-07-2020-0046
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发表时间：
2020
影响因子：
1.3
通讯作者：
Hanne Kristin Aas
中科院分区：
文献类型：
--
作者：
Hanne Kristin Aas
目的本文讨论了挪威一所小学利用课程研究进行的为期四年的研究和开发项目的研究结果。只有少数研究调查了谈话如何在课堂学习中调节教师的学习，而研究表明，沟通的形式是协作能否促进学习的关键。因此，本文的重点是教师团队在课程学习中计划研究课时进行的谈话。本文探讨了为教师提供学习机会的一系列谈话，以了解是什么触发了这些机会并描述了这些机会的特征。设计/方法/方法数据由四个教师团队在规划会议期间制作的录音组成。根据理论标准，选择表明学习潜力的教师谈话序列进行进一步分析。然后根据哪些主题触发这次演讲以及发现哪些转换例程对这些序列进行编码。调查结果提供学习机会的演讲的最常见触发因素与学生有关，更具体地说，与学生个人或小组的不同需求有关。说教和纯粹以课程为中心的问题在一定程度上引发了这种讨论。所选序列中的转换例程涉及（1）采取学生的观点，（2）讨论对学生学习行为的影响和（3）概括（从课堂实践的具体描述转向对自己实践的一般反思）。原创性/价值本研究旨在调查在教师团队的课程学习工作中是什么触发和表征具有学习潜力的谈话。
PurposeThis paper discusses findings from a four-year research and development project using lesson study in a Norwegian elementary school. There are only a limited number of studies which have investigated how talk mediates teacher learning in lesson study, whereas research has shown that the form communication takes is the key to whether or not collaboration leads to learning. Focus in this paper is therefore on the talk which takes place in teacher teams when they meet to plan the research lesson in lesson study. The article explores sequences of talk that afford opportunities for teacher learning in order to understand what triggers and characterizes these opportunities.Design/methodology/approachData consisted of audio recordings of four teacher teams made during planning meetings. Based on theoretical criteria, sequences of teacher talk which indicated potential for learning were selected for further analyses. These sequences were then coded with respect to what themes triggered this talk and what conversional routines were found.FindingsThe most frequent trigger of talk affording opportunities for learning was in relation to students and more specifically different needs of individual or subgroups of students. Didactic and purely curriculum-focussed issues triggered this kind of talk to a small degree. Conversional routines in the selected sequences concerned (1) taking a student perspective, (2) discussing impact on student learning behaviour and (3) generalizing (moving from specific accounts of classroom practice to general reflection on one's own practice).Originality/valueThis study aims to investigate what triggers and characterizes talk with learning potential in the lesson study work of teacher teams.