Difference between revisions of "Waite1993"
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|BibType=ARTICLE | |BibType=ARTICLE | ||
|Author(s)=Duncan Waite | |Author(s)=Duncan Waite | ||
− | |Title=Teachers in | + | |Title=Teachers in conference: a qualitative study of teacher-supervisor face-to-face interactions |
− | |Tag(s)=EMCA; Teachers; Supervision; Support work; | + | |Tag(s)=EMCA; Teachers; Supervision; Support work; |
|Key=Waite1993 | |Key=Waite1993 | ||
|Year=1993 | |Year=1993 | ||
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|Volume=30 | |Volume=30 | ||
|Number=4 | |Number=4 | ||
− | |Pages= | + | |Pages=675–702 |
− | | | + | |URL=https://journals.sagepub.com/doi/10.3102/00028312030004675 |
+ | |DOI=10.3102/00028312030004675 | ||
|Abstract=Ethnographic methods and conversation analysis were used to examine five teacher-supervisor conferences and their contexts. Related to the literature of supervision, teacher socialization, and mentoring, this report details how three teacher conference roles—passive, collaborative, and adversarial—were constructed, face-to-face and moment-by-moment. Teachers’ interactional resources are illuminated as supervisors’ presumed hegemony is reconsidered. Implications derived from this study include those for: supervision, educational leadership, school reform, teacher recruitment and placement, beginning teacher development, and action research. | |Abstract=Ethnographic methods and conversation analysis were used to examine five teacher-supervisor conferences and their contexts. Related to the literature of supervision, teacher socialization, and mentoring, this report details how three teacher conference roles—passive, collaborative, and adversarial—were constructed, face-to-face and moment-by-moment. Teachers’ interactional resources are illuminated as supervisors’ presumed hegemony is reconsidered. Implications derived from this study include those for: supervision, educational leadership, school reform, teacher recruitment and placement, beginning teacher development, and action research. | ||
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Latest revision as of 12:46, 23 October 2019
Waite1993 | |
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BibType | ARTICLE |
Key | Waite1993 |
Author(s) | Duncan Waite |
Title | Teachers in conference: a qualitative study of teacher-supervisor face-to-face interactions |
Editor(s) | |
Tag(s) | EMCA, Teachers, Supervision, Support work |
Publisher | |
Year | 1993 |
Language | English |
City | |
Month | |
Journal | American Educational Research Journal |
Volume | 30 |
Number | 4 |
Pages | 675–702 |
URL | Link |
DOI | 10.3102/00028312030004675 |
ISBN | |
Organization | |
Institution | |
School | |
Type | |
Edition | |
Series | |
Howpublished | |
Book title | |
Chapter |
Abstract
Ethnographic methods and conversation analysis were used to examine five teacher-supervisor conferences and their contexts. Related to the literature of supervision, teacher socialization, and mentoring, this report details how three teacher conference roles—passive, collaborative, and adversarial—were constructed, face-to-face and moment-by-moment. Teachers’ interactional resources are illuminated as supervisors’ presumed hegemony is reconsidered. Implications derived from this study include those for: supervision, educational leadership, school reform, teacher recruitment and placement, beginning teacher development, and action research.
Notes