Knowledge Co-Construction in Professional Reading Group Discussions

Autor/inn/en	Lee, Kent K.; Abbott, Marilyn L.
Titel	Knowledge Co-Construction in Professional Reading Group Discussions
Quelle	In: ELT Journal, 75 (2021) 4, S.471-481 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Kent K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccab025
Schlagwörter	Longitudinal Studies; Language Teachers; Second Language Learning; Second Language Instruction; English (Second Language); Faculty Development; Journal Articles; Audio Equipment; Knowledge Level; Group Discussion; Educational Environment; Peer Relationship; Evidence Based Practice; Educational Needs; Teacher Attitudes + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Journal article; Zeitschriftenaufsatz; Audio-CD; Wissensbasis; Gruppendiskussion; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Peer-Beziehungen; Educational need; Bildungsbedarf; Lehrerverhalten
Abstract	As part of our longitudinal study of TESOL instructors' engagement with peer-reviewed journal articles in professional reading groups, we examined the processes involved in knowledge co-construction in three group discussions. Audio-recordings of the discussions were analysed using process coding to identify the quality and quantity of the group members' (n = 18) contributions and the processes of knowledge co-construction. Findings revealed that the group members' contributions were characterized by 16 different language functions. The most commonly used functions, agreeing, elaborating and sharing experiences, strengthened group rapport and promoted a positive learning environment. All 16 language functions contributed to the processes of introducing, developing, crystallizing, combining, and creating knowledge that stimulated innovative evidence-informed practices. An awareness of the processes of knowledge-co-construction and their potential to address professional learning and development needs may encourage teachers to engage in autonomous reading groups and support them in the creation of innovative next practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01