Relocating Research on Teacher Learning: Toward Pedagogically Productive Talk

Autor/inn/en	Lefstein, Adam; Vedder-Weiss, Dana; Segal, Aliza
Titel	Relocating Research on Teacher Learning: Toward Pedagogically Productive Talk
Quelle	In: Educational Researcher, 49 (2020) 5, S.360-368 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lefstein, Adam) ORCID (Segal, Aliza)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X20922998
Schlagwörter	Educational Research; Inservice Teacher Education; Lifelong Learning; Discourse Analysis; Teacher Collaboration; Collegiality; Communities of Practice + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Lehrerfortbildung; Life-long learning; Lebenslanges Lernen; Diskursanalyse; Lehrerkooperation; Kollegialität; Community
Abstract	Most research and practice in teacher in-service learning focuses on formal professional development activities. This article calls for paying greater attention to the informal conversations that are embedded in teachers' day-to-day work and through which they learn from one another what it means to be a teacher and how to perform their duties. The authors build on theory and research in teacher on-the-job discourse and learning in order to (a) argue that, as a field, we need to pay more focused and systematic attention to teacher on-the-job discourse; (b) offer a coherent conceptual framework for "pedagogically productive" teacher talk; and (c) highlight key research directions and challenges in investigating this and related phenomena. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01