Developing Adaptive Expertise in Facilitating Text-Based Discussions: Attending to Generalities and Novelty

Autor/inn/en	Metz, Mike; Kavanagh, Sarah Schneider; Hauser, Mary
Titel	Developing Adaptive Expertise in Facilitating Text-Based Discussions: Attending to Generalities and Novelty
Quelle	In: English Education, 52 (2020) 4, S.310-334 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-8204
Schlagwörter	Discussion (Teaching Technique); Teaching Methods; Experiential Learning; Summer Programs; Faculty Development; Teacher Educators; Teacher Education Programs; English Instruction; English Teachers; High School Teachers; Beginning Teachers; Video Technology; Teacher Competencies; Coaching (Performance); Teacher Effectiveness; Educational Innovation + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Experiental learning; Erfahrungsorientiertes Lernen; Sommerkurs; Teacher education; Education; Lehrerausbildung; Lehrerbildung; English langauage lessons; Englischunterricht; English language lessons; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; High school; High schools; Oberschule; Junior teacher; Junglehrer; Lehrkunst; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Instructional innovation; Bildungsinnovation
Abstract	Facilitating dialogic discussions in English classrooms is a key component of fostering student learning and working toward educational equity. Orchestrating high quality text-based discussions requires attending to the unique situations that arise when particular students grapple with complex ideas in rich texts. It also requires making quick and efficient decisions based on familiar situations that commonly arise during discussions. Preparing teachers for such sophisticated practice is challenging. This study explores a practice-based approach to learning to facilitate dialogically oriented text-based discussions. Through an exploration of rehearsals of discussion facilitation in a summer professional development, we identify two types of framing for coaching moments -- ones that attend to generalities of discussion and ones that attend to novelty in discussion. We find that attention to generalities helps develop teachers' efficiency in facilitation, while attention to novelty helps develop an ability to innovate in response to students' contributions. Together these two aspects build toward adaptive expertise (Hatano & Inagaki, 1986) in the facilitation of discussions. We consider how English teacher educators might balance a focus on efficiency with a focus on innovation in light of the value of adaptive expertise supporting teachers' implementation of dialogic discussions. (As Provided).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01