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

1. Dialogues and Discourses
towards Teacher Training
Dr. Mihaela Tilincă and
phd. student Valentina Mureșan
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2. Templates
Your own sub headline
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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. 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. 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. 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. 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. 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. 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. 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. 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. social practice
‘reading’ key for data & findings

13. social practice
‘reading’ key for data & findings

14. social practice
‘reading’ key for data & findings

15. social practice
‘reading’ key for data & findings

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. 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
•
•
•
•
•
•
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“…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...”
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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. 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. 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. 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. Actions
Co-producing „new knowledge‟
Tapscott‟s recommendations (continued)
ME.
V.
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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?
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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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. Templates
Your own sub headline
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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