Taking stock of research on teacher collaborative discourse: Theory and method in a nascent field
Taking stock of research on teacher collaborative discourse: Theory and method in a nascent field
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教师协作话语研究盘点：新兴领域的理论与方法
DOI：
10.1016/j.tate.2019.102954
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发表时间：
2020
影响因子：
3.9
通讯作者：
A. Becher
中科院分区：
文献类型：
--
作者：
A. Lefstein;Nicole Louie;Aliza Segal;A. Becher
学者们普遍认为教师专业对话在教师在职学习中起着至关重要的作用。然而，关于这一主题的实证研究在理论和方法上都比较分散。本文对64篇关于教师团队话语与互动的文章进行了系统的回顾。本文综述了生成性话语的研究领域，分析了教师学习的理论视角、话语分析的方法、研究和干预设计，以及生成性话语的新观点和新发现。最后，我们提出了巩固和进一步发展这一零散和新生领域的关键问题和重点。
Scholars generally agree that teacher professional conversations can play a critical role in teacher learning on the job. However, empirical research on the topic is relatively diffuse, both theoretically and methodologically. This paper presents a systematic review of 64 articles about teacher team discourse and interaction. The review offers an overview of the field and analyses of studies’ theoretical perspectives on teacher learning, methodological approaches to analyzing discourse, research and intervention designs, and emergent ideas and findings about generative discourse. We conclude with key questions and emphases for the consolidation and further development of this fragmented and nascent field.