Seeing students differently : Tracing shifts in teachers’ conceptualizations through situated discourse

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F24%3A00144349" target="_blank" >RIV/00216224:14210/24:00144349 - isvavai.cz</a>

Výsledek na webu

<a href="https://doi.org/10.1016/j.lecon.2025.100003" target="_blank" >https://doi.org/10.1016/j.lecon.2025.100003</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1016/j.lecon.2025.100003" target="_blank" >10.1016/j.lecon.2025.100003</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Seeing students differently : Tracing shifts in teachers’ conceptualizations through situated discourse

Popis výsledku v původním jazyce

Teachers' conceptualizations of individual students shape how they interpret students' participation, abilities, and achievement, and influence the opportunities they create for students to engage in learning. While these conceptualizations are often viewed as stable, some studies suggest they can change through reflective professional development. This study investigates how teachers' views of individual students evolved during a yearlong teacher professional development (TPD) program focused on dialogic teaching with equitable student participation. Drawing on interviews and reflective sessions with six teachers, we analyzed 736 statements about individual students. Our analysis traced changes in teachers' discourse over time and identified discursive features-such as agency, surprise, dilemma, and temporality-that accompanied or preceded shifts in how students were conceptualized. We found that roughly one-quarter of students were perceived more positively by the end of the program. These students were often discussed with greater teacher agency and in ways that referenced development over time. The study demonstrates that teacher learning can unfold through situated, discursive processes and highlights the importance of supporting conceptual change at the level of individual student-teacher relationships. We conclude by discussing how professional development can support such change when it is understood as a gradual and situated process-one that unfolds differently across teachers and students.

Název v anglickém jazyce

Seeing students differently : Tracing shifts in teachers’ conceptualizations through situated discourse

Popis výsledku anglicky

Teachers' conceptualizations of individual students shape how they interpret students' participation, abilities, and achievement, and influence the opportunities they create for students to engage in learning. While these conceptualizations are often viewed as stable, some studies suggest they can change through reflective professional development. This study investigates how teachers' views of individual students evolved during a yearlong teacher professional development (TPD) program focused on dialogic teaching with equitable student participation. Drawing on interviews and reflective sessions with six teachers, we analyzed 736 statements about individual students. Our analysis traced changes in teachers' discourse over time and identified discursive features-such as agency, surprise, dilemma, and temporality-that accompanied or preceded shifts in how students were conceptualized. We found that roughly one-quarter of students were perceived more positively by the end of the program. These students were often discussed with greater teacher agency and in ways that referenced development over time. The study demonstrates that teacher learning can unfold through situated, discursive processes and highlights the importance of supporting conceptual change at the level of individual student-teacher relationships. We conclude by discussing how professional development can support such change when it is understood as a gradual and situated process-one that unfolds differently across teachers and students.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

<a href="/cs/project/GA21-16021S" target="_blank" >GA21-16021S: Kolektivita v dialogickém vyučování: Intervenční studie</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Learning in Context

ISSN

3050-578X

e-ISSN

—

Svazek periodika

1

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

NL - Nizozemsko

Počet stran výsledku

11

Strana od-do

1-11

Kód UT WoS článku

—

EID výsledku v databázi Scopus

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