Difference between revisions of "Kim2016"
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{{BibEntry | {{BibEntry | ||
| + | |BibType=ARTICLE | ||
| + | |Author(s)=Younhee Kim; Rita Elaine Silver | ||
| + | |Title=Provoking Reflective Thinking in Post Observation Conversations | ||
| + | |Tag(s)=EMCA; professional development; inservice education; reflection mentoring; video analysis ;conversation analysis ;post observation conversation | ||
|Key=Kim2016 | |Key=Kim2016 | ||
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|Publisher=SAGE Publications | |Publisher=SAGE Publications | ||
|Year=2016 | |Year=2016 | ||
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|URL=http://dx.doi.org/10.1177/0022487116637120 | |URL=http://dx.doi.org/10.1177/0022487116637120 | ||
|DOI=10.1177/0022487116637120 | |DOI=10.1177/0022487116637120 | ||
| + | |Abstract=We present a micro-analysis of post observation conversations between classroom teachers and mentors. Using the approach of conversation analysis, we show how the sequential organization of an episode (i.e., who initiates the interaction, question format used by mentors) could potentially serve to provoke or hinder teacher reflection. Our analysis reveals the different stances adopted by mentor and teacher during potentially discomfiting episodes, the relationship between the structure of initial questions, and the impact of question types on elicited teacher responses/reflections. Implications for handling this type of interaction for more effective professional development collaborations are discussed. | ||
}} | }} | ||
Revision as of 02:11, 15 April 2016
| Kim2016 | |
|---|---|
| BibType | ARTICLE |
| Key | Kim2016 |
| Author(s) | Younhee Kim, Rita Elaine Silver |
| Title | Provoking Reflective Thinking in Post Observation Conversations |
| Editor(s) | |
| Tag(s) | EMCA, professional development, inservice education, reflection mentoring, video analysis, conversation analysis, post observation conversation |
| Publisher | SAGE Publications |
| Year | 2016 |
| Language | |
| City | |
| Month | mar |
| Journal | Journal of Teacher Education |
| Volume | 67 |
| Number | 3 |
| Pages | 203–219 |
| URL | Link |
| DOI | 10.1177/0022487116637120 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
We present a micro-analysis of post observation conversations between classroom teachers and mentors. Using the approach of conversation analysis, we show how the sequential organization of an episode (i.e., who initiates the interaction, question format used by mentors) could potentially serve to provoke or hinder teacher reflection. Our analysis reveals the different stances adopted by mentor and teacher during potentially discomfiting episodes, the relationship between the structure of initial questions, and the impact of question types on elicited teacher responses/reflections. Implications for handling this type of interaction for more effective professional development collaborations are discussed.
Notes
