Abstract

This article reports on a study conducted in a graduate teacher research class with elementary and secondary classroom teachers. Wanting to create a collaborative environment in which their students could use language to support each other's learning, the instructors formed discourse groups. The article introduces a theoretical framework for discourse groups and using examples from the groups, presents a methodology for analyzing the social practices reflected in the teachers’ talk. It concludes with a discussion of the nature of the discourse that supported (and in some cases did not support) the re-storying of teachers’ knowledge.

Citation

Jewett, P. & Goldstein, N. (2008). Catching sight of talk: Glimpses into discourse groups. Teaching and Teacher Education: An International Journal of Research and Studies, 24(5), 1232-1243. Elsevier Ltd. Retrieved June 6, 2023 from https://www.learntechlib.org/p/196797/.

Keywords

• action research
• Discourse Analysis
• Interpersonal Communication
• Partnerships in Education
• professional development
• teacher education