Dialogues and Discourses
towards Teacher Training
Dr. Mihaela Tilincă and
phd. student Valentina Mureșan

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Templates
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the presentation
issues we bring forward

1

the research: context & snapshot

2

social practice: „reading‟ key for findi...
the presentation
issues we bring forward

✓

1

the research: context & snapshot

2

social practice: „reading‟ key for fi...
the research
context

face to face workshops
1

16 hrs/month
Fri, Sat, Sun

mentoring sessions
2

4 hrs/month

„blended le...
the research
snapshot

research paradigm
qualitative, interpretive
„action research‟ dimensions

data & participants
4 tra...
the data
‘intentions’ behind e-mail exchange

*opening
channel
*checking
team
ME

*alocate &
*negotiate
assume
meanings
ta...
the data
extract
Dear all
Since there are only a couple of days till the last [Web 2.0] module and because, as far
as I ha...
the data
researcher dilemmas

how to describe data?

1

2

how to present transparently?

to preserve a wholistic image
&
...
the presentation
issues we bring forward

1
2

social practice: „reading‟ key for findings

3

social practice: actors & r...
social practice
‘reading’ key for data & findings
The concept of social practice is central for a discourse view of langua...
social practice
‘reading’ key for data & findings
social practice
‘reading’ key for data & findings
social practice
‘reading’ key for data & findings
social practice
‘reading’ key for data & findings
the presentation
issues we bring forward

1
2

social practice: „reading‟ key for findings

3

social practice: actors & r...
Actors
Traditional roles in a team
(Belbin’s team roles)

WHO

HOW

DOING/ACTING

Tm

•

• EXECUTIVE/IMPLEMENTER
• DRIVER/...
Actors and
Relationships

Symbolic power based on symbolic
resources:

Personal
relationships
outside the
classroom

May 1...
the presentation
issues we bring forward

1
2

social practice: „reading‟ key for findings

3

social practice: actors & r...
Moves
Within the dialogue/Within the training
sequence

INPUT/IDEA
PUT FORWARD

INVITATION TO
VALIDATE

(INVITATION TO
(RE...
Actions

Co-producing „new knowledge‟
Tapscott‟s recommendations
ME.

T.

V..

May 17th BAS Timisoara

I’ve proposed to gi...
Actions

Co-producing „new knowledge‟
Tapscott‟s recommendations (continued)
ME.

V.

Your own footer

I also feel that we...
Actions

Co-producing „new knowledge‟
acquiring „competence‟
ME.

V.

ME.

May 17th BAS Timisoara

I’m still thinking of a...
Actions

Co-producing „new knowledge‟
good „start‟ on Friday
ME.

T

ME.

I ‘assumed’ the introductory part on Friday

To ...
Constructing „new‟ knowledge together

Modul Web 8 -9-10 Iulie 2011

1. Lessons learnt in delivering sessions reintroduced...
the presentation
issues we bring forward

1
2

social practice: „reading‟ key for findings

3

social practice: actors & r...
Texts, tools, instruments

1. Session plan
2. Postcards
3. Competence diagrame
4. Excel worksheet
5. Team building activit...
A Fragment of the Session Plan

Obiectiv
FRIDAY
OBJECTIVES
*to realise what
generation they are
working with

Activitate

...
the presentation
issues we bring forward

1
2

social practice: „reading‟ key for findings

3

social practice: actors & r...
Discourses shape & are shaped in practices

Modul Web 8 -9-10 Iulie 2011

Norman Faircough
„discourse view of language‟
Di...
Discourses shape & are shaped in practices

How is TRAINING constructed?
training is about trainees‟ needs
good training i...
Discourse
training is about trainees’ needs

...maybe we find smth. else..I was thinking that if we have participants who ...
Discourse
Learning in training needs to be ‘reflective’

participate reflect analyze create new knowledge/relate criticall...
Discourse
Teaching is about the students’ future needs

... ...for the final part I was thinking of giving them a postcard...
the presentation
issues we bring forward

1
2

social practice: „reading‟ key for findings

3

social practice: actors & r...
Templates
Your own sub headline

Your own footer
CLAIMS & FOOD FOR THOUGHT
...from findings and experience
Claims revisited
Teacher training
Team work

LEARN
UN-LEARN
RE-L...
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knowledge making in team-training

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the small scale research examines how knowledge is constructed in a team wprking together to train a group of teachers to use technology in the classroom

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  • The first analytical framework focuses on practices and uses accounts and other research generated texts as data. In practical terms, this framework consists of applying grounded theory to the student accounts (process defined by Miles and Huberman, 1984:88 as ethnographical content analysis), with an initial set of theoretical concepts in mind. As shown before, in the case of my research, these theoretical overarching concepts emerge from the definition of literacy as a social practice, a term conceptualised and operationalised both within literacy studies (see for example Barton and Hamilton, 1998, 3-22) and within CDA (see Fairclough, 2003:25-26, van Leeuwen, 1993:204); these over arching concepts, to which I continue refer throughout this study are: actors and networks, activities (events), texts and tools, discourses, the material world.
  • a third could be added: teachingTrainer traines for the teacher trainee to learn so that she/he takes into teaching the students what the learn
  • knowledge making in team-training

    1. 1. Dialogues and Discourses towards Teacher Training Dr. Mihaela Tilincă and phd. student Valentina Mureșan Your own footer
    2. 2. Templates Your own sub headline Your own footer
    3. 3. the presentation issues we bring forward 1 the research: context & snapshot 2 social practice: „reading‟ key for findings 3 social practice: actors & relationships 4 social practice: actions & events 5 social practice: texts, tools, instruments 6 social practice: discourses 7 what is in it for teacher training? May 17th BAS Timisoara
    4. 4. the presentation issues we bring forward ✓ 1 the research: context & snapshot 2 social practice: „reading‟ key for findings 3 social practice: actors & relationships 4 social practice: actions & events 5 social practice: texts, tools, instruments 6 social practice: discourses 7 what is in it for teacher training? May 17th BAS Timisoara
    5. 5. the research context face to face workshops 1 16 hrs/month Fri, Sat, Sun mentoring sessions 2 4 hrs/month „blended learning‟ program teacher training & development 12 months/2 series/70+70 teachers 3+ 3 groups of teachers in training 6 modules: research, Web 2.0, career management, project management, evaluation ‘unconventional’ events 3 2 events/months non classroom contexts. May 17th, BAS, Timisoara 4 „old‟ trainers+2 teams of „young‟ trainers
    6. 6. the research snapshot research paradigm qualitative, interpretive „action research‟ dimensions data & participants 4 trainers e-mail exchange around 1 session analytical frames grounded theory, CDA, Fairclough Glaser & Strauss ethnographical content analysis May 17th, BAS, Timisoara claims o texts are traces of practices o new (TT) knowledge is created through dialogue among trainers o data collected while (teacher) training is extremely rich & findings of empirical research based on it advances trainer training
    7. 7. the data ‘intentions’ behind e-mail exchange *opening channel *checking team ME *alocate & *negotiate assume meanings tasks & team roles training V learning *support ME ALL & *signal need to strenghten un-learn team & re-learn ALL session *validate sequence of training session ALL working together towards planning training session May 17th, BAS, Timisoara
    8. 8. the data extract Dear all Since there are only a couple of days till the last [Web 2.0] module and because, as far as I have learnt from T., it’s only [the two of] us, I wonder whether we meet or talk via mail? I’ve assumed the intro on Friday, and you V could take the Excell; for Saturday I can present Prezi and Real Player; we are still left with Sunday for which I think I leave the digital taxonomy for you and I deal with the closing bit. I still don’t know whteher we sould keep the game on Saturday or not? Maybe we can find smth. else...I am thinking that if we have people who know already how to work, to ask them to be tutors for the beginers (if they are many). [...] What do you think? T. I promise you to scan things for you, too. Waiting for suggestions from you. Have a nice evening, ME May 17th, BAS, Timisoara
    9. 9. the data researcher dilemmas how to describe data? 1 2 how to present transparently? to preserve a wholistic image & give fair treatment to detail horrizontally, across „moves‟ in dialogue & vertically, along possible readings May 17th BAS Timisoara what & how to extract from the research paper how to structure the presentation to offer both: process deconstructed & valid findings constructing knowledge, politeness & cooperation, power relations, discourses on learning, discourses on training, etc
    10. 10. the presentation issues we bring forward 1 2 social practice: „reading‟ key for findings 3 social practice: actors & relationships 4 social practice: actions & events 5 social practice: texts, tools, instruments 6 social practice: discourses 7 ✓ the research: context & snapshot what is in it for teacher training? May 17th BAS Timisoara
    11. 11. social practice ‘reading’ key for data & findings The concept of social practice is central for a discourse view of language and for a social view of literacy and it can function as an interface between ethnographic and linguistic approaches to language. The advantage of focusing upon practices is that they constitute a point of connection between abstract structures and their mechanisms, and concrete events. Fairclough (2003:25) defines social practices as articulations of different types of social elements which are associated with particular areas of social life. The social elements (both discourse and non-discoursal elements) indicated by Fairclough (2000:25) and Van Leeuwen (1993:204) as constituting social practices are: ‘action and interaction‟ („activities‟ and „reactions‟ to participants or activities for van Leeuwen), ‘social relations’, ‘persons‟ (including beliefs, attitudes, histories), and the ‘material world‟(appropriate „time‟ and „places for van Leeuwen) as component elements. To those, Fairclough adds ‘discourse’ and van Leeuwen „performance indicators‟ (ways in which activities should be performed), ‘tools’ needed for the performance of practice, the „dress‟ prescribed for the practice and the „eligibility criteria‟ for the participants, places, tools or dress. May 17th BAS Timisoara
    12. 12. social practice ‘reading’ key for data & findings
    13. 13. social practice ‘reading’ key for data & findings
    14. 14. social practice ‘reading’ key for data & findings
    15. 15. social practice ‘reading’ key for data & findings
    16. 16. the presentation issues we bring forward 1 2 social practice: „reading‟ key for findings 3 social practice: actors & relationships 4 social practice: actions & events 5 social practice: texts, tools, instruments 6 social practice: discourses 7 ✓ the research: context & snapshot what is in it for teacher training? May 17th BAS Timisoara
    17. 17. Actors Traditional roles in a team (Belbin’s team roles) WHO HOW DOING/ACTING Tm • • EXECUTIVE/IMPLEMENTER • DRIVER/SHAPER • COMPLETER/FINISHER • ME • • MI THINKING/PROBLEM SOLVING • INNOVATOR/PLANT • ANALYST/ MONITOR/EVALUATOR • EXPERT/SPECIALIST PEOPLE/FEELINGS • CHAIRMAN/COORDINATOR • TEAM PLAYER/WORKER • EXPLORER/RESOURCE/INV ESTIGATOR • T • • • • V • • • • • • Your own footer “…I have ?? the introductory part for Friday and you V can do the Excell…” ”...I was thinking that if we have people in the room who can work [on the computer] to make them tutors for the ones....” ”..For the final part I was thinking of giving them a postcard on which to write 2 promises and in a month‟s time we‟ll send these to them...” ” ...I am sorry I cannot be with you... I will want to know everything... ” ”...About the activity on Sunday I think it needs to be better anchored in the context... And foucus on the idea of team and collaboration....anyway they hane‟t internalized this yet” ”...By the way, regarding who can take over T‟s part...” ”...the postcard idea sounds good...it‟s an opportunity for reflection and also it‟s a message that we do not put technology above all...” ”...I can be there [with you] in the afternoon” ”...Let‟s take each thing in order...” ”...the Tapscott idea I would work some more on it... and not just give it to them...” ”...I‟m still thinking about the Saturday morning activity....but because this group needs team building...” Your Logo
    18. 18. Actors and Relationships Symbolic power based on symbolic resources: Personal relationships outside the classroom May 17th BAS Timisoara Symmetry vs. hierarchy in the classroom 1. 2. 3. 4. 5. Status Information/expert knowledge Experience as trainers Experience in project Personal features and skills (communication skills)
    19. 19. the presentation issues we bring forward 1 2 social practice: „reading‟ key for findings 3 social practice: actors & relationships 4 social practice: actions & events 5 social practice: texts, tools, instruments 6 social practice: discourses 7 ✓ the research: context & snapshot what is in it for teacher training? May 17th BAS Timisoara
    20. 20. Moves Within the dialogue/Within the training sequence INPUT/IDEA PUT FORWARD INVITATION TO VALIDATE (INVITATION TO (RE) VALIDATE) VALIDATION + SUGGESTION FOR CHANGES CHANGES MOCJ May 17th BAS Timisoara DECISION
    21. 21. Actions Co-producing „new knowledge‟ Tapscott‟s recommendations ME. T. V.. May 17th BAS Timisoara I’ve proposed to give each participant a list with Tapscott’s recommendations, what do you think? If you make a list with Tapscott’s recommendations you give me what I wanted, too; I think the recommendations were apreciated by the trainees and they would like to have them. [I like the postcard ideea].. I would further process the Tapscott idea, that is, it would be to their interest to discover them rather then receive them like that
    22. 22. Actions Co-producing „new knowledge‟ Tapscott‟s recommendations (continued) ME. V. Your own footer I also feel that we should let them discover the 21st century teacher profile and to realize a king of self portrait ...we stilll have to see how they can reach Tapscott’s conclusions without giving them things already ‘chewed’, maybe we ask them to fill in the missing key word, what do you think? Your Logo
    23. 23. Actions Co-producing „new knowledge‟ acquiring „competence‟ ME. V. ME. May 17th BAS Timisoara I’m still thinking of a variant to present the acquired competences...as a circle whic we fill in after each sequence with what they have acquired in that sequence We can use that circlewhen concluding Friday night, then you can moderate the final discussions on Friday To complete the ‘competence’ [activity] we can attach coloured post-its to highlight better [the components of the competence’
    24. 24. Actions Co-producing „new knowledge‟ good „start‟ on Friday ME. T ME. I ‘assumed’ the introductory part on Friday To end on an optimist note, be patient ti ll the end, don’t you be discouraged after Friday [he who laughs last, laughs better] ...another ideea came to me for the beginning discussion about the net generation; to avoid dead moments I am going to give them drawings of all sort of kids on which they have to write two features of our students, from their everyday practise [...]
    25. 25. Constructing „new‟ knowledge together Modul Web 8 -9-10 Iulie 2011 1. Lessons learnt in delivering sessions reintroduced in the planning 2. Comittment to UN-LEARN if trainees or feedback ask for it (the „why this? why here? Why in this manner?‟ questions) 3. Communication is ‘co-operative’ and ‘polite’ (relevance, arguments, positive feedback, suggestions) 4. RE-LEARNING is a team exercise that has the creative potential (acceptance to collide ideas) and innovative results May 17th BAS Timisoara
    26. 26. the presentation issues we bring forward 1 2 social practice: „reading‟ key for findings 3 social practice: actors & relationships 4 social practice: actions & events 5 social practices: texts, tools, instruments 6 social practices: discourses 7 ✓ the research: context & snapshot what is in it for teacher training? May 17th BAS Timisoara
    27. 27. Texts, tools, instruments 1. Session plan 2. Postcards 3. Competence diagrame 4. Excel worksheet 5. Team building activity diagrame 6. Link index May 17th BAS Timisoara
    28. 28. A Fragment of the Session Plan Obiectiv FRIDAY OBJECTIVES *to realise what generation they are working with Activitate Descriere Observatii ACTIVITIES Introduce the team and the course DESCRIPTION Prezentarea echipei de formatori si a rolurilor pe care le avem pe parcursul weekendului si structura weekendului OBSERVATIONS Melinda si Valy *to answer possible queries regarding the concept of web 2.0 Watch youtube film 1 + discussions Vizionare filmulet + Discutii pe marginea intrebarilor: Generatia net - ce stim despre ea? Cat suntem de relevanti ca profesori ai acestei generatii de elevi? Searching for information about Fisa de lucru – ce este Web 2.0? un wiki? Blog? Podcast?Vodcast? Melinda incepe un brainstorming eu vin apoi sa vedem daca asteptarile /opiniile lor se verifica si introduce filmuletul impreuna cu o o fisa/sarcina de lucru pentru aceasta activitate PAUZA Cu mine cauta sa descifreze ce inseamna Web 2.0 Melinda poti sa iti asumi concluziile zilei si pregatirea pt sambata dimineata? Preliminary conclusions
    29. 29. the presentation issues we bring forward 1 2 social practice: „reading‟ key for findings 3 social practice: actors & relationships 4 social practice: actions & events 5 social practices: texts, tools, instruments 6 social practices: discourses 7 ✓ the research: context & snapshot what is in it for teacher training? May 17th BAS Timisoara
    30. 30. Discourses shape & are shaped in practices Modul Web 8 -9-10 Iulie 2011 Norman Faircough „discourse view of language‟ Discourse refers to the whole process of social interaction of which text is a product: thei process includes the text, the process of production (of whic the text is a product) and the process of interpretation (for which the text is a resource). language and context are integrated: social phenomena are (in part) linguistic phenomena May 17th BAS Timisoara
    31. 31. Discourses shape & are shaped in practices How is TRAINING constructed? training is about trainees‟ needs good training is participative training is about relationships How is LEARNING in TRAINING is constructed? learning needs to be reflective (vs recongition R. Hasan) learning need to be situated, vs autonomous learning happens better trough experiential cycle How is TEACHING constructed? teaching is about student‟s future needs May 17th BAS Timisoara
    32. 32. Discourse training is about trainees’ needs ...maybe we find smth. else..I was thinking that if we have participants who already know how to work to invite them to act as tutors ME ...I believe that those recommendations have been apprecitaed by the trainees and they would like to have them T ...I would further process the Tapscott idea, that is, it would be to their interest to discover them rather then receive them like that V ..I believe they haven’t internalised this ideea and that’s why they haven’t thought of puting the resources together T ...I’m still thinking of the Saturday morning activity – but, because in this group there is need for a different kind of team building [...]I have two variants: either a worksheet [...] or a creative exercise as a drawing/symbol/’coat of arms’...V May 17th BAS Timisoara
    33. 33. Discourse Learning in training needs to be ‘reflective’ participate reflect analyze create new knowledge/relate critically to old knowledge re-contextualise information scrutinize their own working context ...I would further process the Tapscott idea, that is, it would be to their interest to discover them rather then receive them like that V ...for the final part I was thinking of giving them a postcard on which to write two things they plan to do with what they’ve learnt in this module, and after a months to send the postcards to them to remember ME ...the postcard ideea seems interesting to me because it would make them reflect, after a time in which things become clearer, at everything that happened in the project T ... a creative exercise as a drawing/symbol/’coat of arms’, in groups (different of those in which they usually work) or individually, in which to represent visually the ideea of Web as it serves them now V May 17th BAS Timisoara
    34. 34. Discourse Teaching is about the students’ future needs ... ...for the final part I was thinking of giving them a postcard on which to write two things they plan to do with what they’ve learnt in this module, and after a months to send the postcards to them to remember ME ... to avoid dead moments I am going to give them drawings of all sort of kids on which they have to write two features of our students, from their everyday practise ; then to present in front of the others and to post it on a wall or on a rope. This way, they will have in front of them for the rest of the training module the kids for whom we try to do smth. ME ...I have another film which could be a bonus, you tell me what you think, for the final part, and the message is that we prepare the students for their future, not for our past ME May 17th BAS Timisoara
    35. 35. the presentation issues we bring forward 1 2 social practice: „reading‟ key for findings 3 social practice: actors & relationships 4 social practice: actions & events 5 social practices: texts, tools, instruments 6 ✓ the research: context & snapshot social practices: discourses 7 what is in it for teacher training? May 17th BAS Timisoara
    36. 36. Templates Your own sub headline Your own footer
    37. 37. CLAIMS & FOOD FOR THOUGHT ...from findings and experience Claims revisited Teacher training Team work LEARN UN-LEARN RE-LEARN Research of work May 17th BAS Timisoara o texts are traces of practices o new (TT) knowledge is created through dialogue among trainers o data collected while (teacher) training is extremely rich & findings of empirical research based on it advances trainer training

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