Learning through interactive talk: A school-based mentor teacher study group as a context for professional learning |
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| Institution: | 1. University of Illinois at Chicago, 1040 W. Harrison M/C 147, Chicago, IL 60607, USA;2. Arizona State University, Mary Lou Fulton Teachers College, 1050 S. Forest Mall, P.O. Box 871811, Tempe, AZ 85287-1811, USA;1. Department of Chemistry and Biochemistry, Kennesaw State University, Kennesaw, GA, 30144, United States;2. Metropolitan Regional Educational Service Agency, Smyrna, GA, 30080, United States;3. Department of Cognitive and Learning Sciences, Michigan Technological University, Houghton, MI, 49931, United States;4. Department of Curriculum and Instruction and STEM Education Center, University of Minnesota, St. Paul, MN, 55108, United States;5. Department of Chemistry and Institute for STEM Education (I-STEM), Stony Brook University, Stony Brook, NY, 11794, United States;1. University of Cambridge, Faculty of Education, 184 Hills Road, Cambridge, CB2 8PQ, United Kingdom;2. University of Utrecht, Faculty of Social and Behavioural Sciences, PO Box 80125, 3508 TC, Utrecht, The Netherlands |
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| Abstract: | This article reports on a year-long study of collaborative professional learning in a mentor teacher study group connected to a large university teacher education program. It introduces a theoretical framework for considering the nature of interactive talk and its relationship to professional learning. Using examples of study group discourse, it then presents a methodology for analyzing interactive talk and the joint construction of ideas about practice. The article concludes by describing study group materials and analytic tasks developed from artifacts of practice, and offering an analysis of leadership and facilitation issues for guiding inquiry-oriented discourse in study group contexts. |
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