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E309 BLOCK 4 week 22 - Coggle Diagram
E309 BLOCK 4 week 22
widely acknowledged that professional dialogue allows teachers to grow professionally (Corrigan & Loughran 2008). Professional dialogue can play a key role in consolidating understanding of concepts shared by a professional community and, in its absence, learning is typically slower (Bereiter and Scardamalia 1993).
reader chapter 18
Kym M. Simoncini, Michelle Lasen and Sharn Rocco
Peer-to-peer exchange is an essential characteristic of professional dialogue and can enhance the quality of reflective practice (Rocco 2010).
advising peers about practices may well be interpreted as “presumptuous” (Richardson-Koehler 1988) in a culture wherein there are “prevailing norms of non-interference, privacy and harmony” (Carver and Katz 2004; Little et al. 2003: 189–190).
time!!?
extremely difficult to find an opportunity to ‘pin down’ my SBTE . . . because of the heavy workload and scheduling difficulties in the first week of term . . . Before school, organising the day took precedence. After school, either parents or pre arranged appointments were obstacles. (PST43)
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some gave questions in advance- this worked well. (those who didn't in hindsight realised would have been good)
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lack of flow in the dialogue due to the nature of the questions that they asked, their desire to get through all of the questions and their inability to respond to interviewees in a natural and informed way. Not a conversation.
make allowance for the interview to take a different direction and respond to the answers that are given. (PST45)
I replied too quickly, which eliminated any chance of the teacher adding other comments. (PST37)
worded differently, on a more open basis rather than a closed one. Some of the questions have a one word answer but if I had phrased the questions differently the answers could have been more informative.
(PST9)
I learned that I need to be more aware that other people can have strong opinions on issues that may not be the same as my own. This was hard to acknowledge at first but once I reflected on the conversation I felt more at ease with their opinions. (PST2)
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The components of professional learning are presented as a jigsaw of four interlocking core dimensions (McLoughlin et al., 2007). This idea builds on Lave and Wenger’s (1991) seminal work on communities of practice, a different theoretical perspective to social network theory, which we explored last week.
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Wenger’s notion of professional learning (1998, cited in McLoughlin, Brady, Lee and Russell, 2007)
COMMUNITY
‘Every child deserves a champion; an adult who will never give up on them, who understands the power of connection and insists that they become the best they can possibly be’.
(Pierson, 2013, TED talk)
MM highlights this is difficult in massive multigrade classrooms.Also Different cultures also show different attitudes towards teachers, which may lead to invisible barriers However, I think huge barrier is kids not wanting the help!
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England, trainee teachers are also able to qualify through ‘on the job’ training.
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key findings is that teachers, including school leaders, tend to talk in generalities and that they find it difficult to articulate their tacit knowledge (Timperley, 2015)
- in the notion of the ‘genuine’ conversation is the balance of the relationship, where despite the occupational status of contributors, the partners are equal.*
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Timperley studied/collated research from 3 countries- apples, oranges and kiwis!!
But formal conversations. When obviously teachers constantly learn from informal conversations (Timperley, 2015?). Which I think covid will impact negatively on.
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use their name (AV Prof) Paraphrase their words to show you're listening (3X) (Orphan, C. date?)
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Another way of understanding teachers’ practice is to observe them in the classroom, engaged in their daily lives of teaching and student learning.
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Vietnam
Teacher Development course, focused on teachers’ pedagogical understanding of student learning through the Japanese ‘lesson study’ approach
good to have an opening sentence and a closing sentence (brief and debrief). Again something worth checking with tutor. (Walker, 2021)
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