Assisting teacher collaborative discourse in professional development: An analysis of a facilitator's discourse strategies. (May 2022)

• Record Type: Journal Article
• Authors: Onrubia, Javier; Roca, Begoña; Minguela, Marta
• Is Part Of: Teaching and teacher education. Volume 113(2022)
• Publication Date: 2022-05
• Subjects: Professional development -- Facilitators -- Discourse strategies -- Instructional improvement -- Teacher collaborative discourse; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2022.103667
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: This study aims to deepen the knowledge of how to assist the emergence of productive teacher collaborative discourse in professional development (PD) processes. We analysed a facilitator's discourse in a one-year PD process carried out with a group of in-service teachers in a secondary school. Data analysis followed a three-step procedure designed to analyse the facilitator's discourse within the joint activity in which it appeared. We identified ten discourse strategies and three combinations of discourse strategies that the facilitator used to promote and scaffold teacher collaborative discourse throughout the PD process. Highlights: We identified 10 discourse strategies that the facilitator used to enhance teacher collaborative discourse. The facilitator used the discourse strategies in a combined manner. We found three combinations of discourse strategies (CDS) that served different purposes. Through the CDS the facilitator assisted teachers to describe and critically analyse their practices. Our results illustrate how a facilitator can use the language to promote teachers' autonomy.