Socratic Circles in Professional Development Sessions: Negotiating Peripheral Participation and Membership in Building a Community of Practice

Autor/inn/en	Kayi-Aydar, Hayriye; Goering, Christian Z.
Titel	Socratic Circles in Professional Development Sessions: Negotiating Peripheral Participation and Membership in Building a Community of Practice
Quelle	In: Action in Teacher Education, 41 (2019) 2, S.154-171 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Goering, Christian Z.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2018.1561547
Schlagwörter	Questioning Techniques; Faculty Development; Communities of Practice; Audio Equipment; Video Technology; Discourse Analysis; Middle School Teachers; High School Teachers; Teaching Methods; Peer Relationship; Professional Identity; Educational Philosophy; Power Structure; Group Discussion + Suchen Sie Ihr Suchwort? Befragungstechnik; Fragetechnik; Community; Audio-CD; Diskursanalyse; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; High school; High schools; Oberschule; Teaching method; Lehrmethode; Unterrichtsmethode; Peer-Beziehungen; Bildungsphilosophie; Erziehungsphilosophie; Gruppendiskussion
Abstract	Effective professional development occurs in learning communities where teachers co-construct knowledge with peers about teaching and learning by engaging in meaningful activities. However, only a few studies have examined the complex nature of discourse, participation, and learning in professional development contexts. Grounded in the notion of "communities of practice," this study investigated how middle and high school teachers who participated in a series of professional development activities on implementing Socratic circles in Grades 7-12 classrooms negotiated participation and membership in building a community of practice in and through Socratic circles. Twenty-three teachers were audio- and video-recorded when they participated in 10 discussions as part of a semester-long experience. The discourse analysis demonstrates how the participants negotiated different forms of participation in Socratic circles, and implications for teacher educators and teachers are offered. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01