Search results for: Conversations
Page 1/1 8 items
Evidence of Mentor Learning and Development: An Analysis of New Zealand Mentor/Mentee Professional Conversations
This study examines dialogue for evidence of inquiring habits of mind within mentor–mentee interactions. The findings revealed that learning and development was found but at differential rates not necessarily related to experience as a teacher or mentor prior to the programme. Furthermore, while the goals typically aligned with the philosophy of the programme, conversation content analysis revealed a discrepancy between intended goals and actual conversation.
Updated: Jun. 29, 2016
Proceed With Caution: Interactive Rules and Teacher Work Sample Scoring Strategies, an Ethnomethodological Study
The author analyzed a set of 10 transcripts of Teacher Work Sample scoring conversations to identify patterns in scorer interaction. Interactive rules and strategies are identified and implications and cautions offered for the use of work samples, particularly for high-stakes assessment.
Updated: May. 25, 2010
Talking About Our Troubles: Using Video-Based Dialogue To Build Preservice Teachers' Professional Knowledge
This study explores the preservice teacher learning in the context of conversations about their field-based challenges. First, a review of the literature investigates studies that highlight the role of evidence-based conversation as a mechanism to approach the inevitable problems faced by teachers in the classroom. The subsequent case study provides an analysis of how a group of preservice teachers approached a colleague's challenge through a structured conversation and used digital videotapes and artifacts to add specificity to their analysis.
Updated: Jul. 21, 2009
The study analyzed a conversation among a group of teachers responsible for teaching the statistical concepts of mean, median, and mode. After reading an article describing some specific student difficulties in learning the concepts, teachers were asked to discuss how the teaching of the concepts could be improved.
Updated: Jun. 08, 2009
Authentic Conversation as Faculty Development: Establishing a Self-Study Group in A Faculty of Education
Nine teacher educators in their first three years as tenure-track professors in an education faculty established a self-study group in 2006–2007. This article by the group’s coordinators focuses on how conversations within the self-study group contributed to the faculty members’ development as teachers and scholars. Qualities of authentic conversation provide a framework for description, reflection and analysis of the group’s interactions. Implications of forming a large self-study group within a teacher education program are identified.
Updated: Dec. 08, 2008
This article introduces conversations and stories as data which I reproduced in response to the research questions, dreams, memory work and collective biography workshops with my participants. The article rechoreographs the process that enabled storytelling to emerge as a method of inquiry and a mode of representing the research.
Updated: Oct. 22, 2008
A discussion of peer observation followed by sharing learning experience is described in this article. The authors highlight the importance of the cognitive-emotional and personal-professional aspects of teacher educators' lives in supporting their learning through the combination of peer observation and ongoing professional learning conversations.
Updated: Sep. 04, 2008
The paper rechoreographs the process that enabled storytelling to emerge as a method of inquiry and a mode of representing the research. Crucial to the process was the supervisory relationship wherein my supervisor modeled a decolonizing pedagogical practice that held uncertainty in chrysalis while the methodology emerged.
Updated: Jul. 01, 2008