Understanding Special Educators' Learning Opportunities in Collaborative Groups: The Role of Discourse

Autor/inn/en	Leko, Melinda M.; Kiely, Mary Theresa; Brownell, Mary T.; Osipova, Anna; Dingle, Mary P.; Mundy, Charlotte A.
Titel	Understanding Special Educators' Learning Opportunities in Collaborative Groups: The Role of Discourse
Quelle	In: Teacher Education and Special Education, 38 (2015) 2, S.138-157 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406414557283
Schlagwörter	Special Education Teachers; Educational Opportunities; Professional Development; Teacher Collaboration; Communities of Practice; Discourse Analysis; Reading Instruction; Elementary School Students; Disabilities; Knowledge Level; Inquiry; Knowledge Base for Teaching; Teacher Education; Qualitative Research; Cohort Analysis; Structural Analysis (Linguistics); Florida + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Bildungsangebot; Bildungschance; Lehrerkooperation; Community; Diskursanalyse; Leseunterricht; Handicap; Behinderung; Wissensbasis; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrerausbildung; Lehrerbildung; Qualitative Forschung; Kohortenanalyse; Structural analysis; Strukturanalyse
Abstract	The purpose of this study was to investigate the discourse patterns characterizing individual special education teachers as they participated in a collaborative professional development (PD) group, and how these individual discourse patterns influenced other group members' opportunities to learn about reading instruction for upper elementary students with disabilities. Videotaped cohort meetings and associated artifact data were collected during a 2-year period and analyzed using Gee's (2005) methods of discourse analysis. Findings indicate that teachers' individual discourse varied along the two dimensions: "knowledge" (integrated, implementation, and low) and "inquiry" (high and low). Teachers whose discourse conveyed both integrated knowledge and a proclivity for inquiry provided other group members with the most sophisticated learning opportunities related to PD content. Additional implications for future research and practice regarding collaborative learning groups as a method of PD are provided. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01