Breaking out of the grips of dichotomous discourse in teacher post-observation debrief conversations

Adam Lefstein; Rotem Trachtenberg-Maslaton; Itay Pollak

doi:https://doi.org/10.1016/j.tate.2017.07.010

Breaking out of the grips of dichotomous discourse in teacher post-observation debrief conversations

Adam Lefstein, Rotem Trachtenberg-Maslaton, Itay Pollak

School of Education

Ben-Gurion University of the Negev

Research output: Contribution to journal › Article › peer-review

Abstract

Educational discourse is dominated by problematic dichotomies, for example, between teacher- and learner-centred pedagogies, and between teacher control and pupil autonomy. Such dichotomies impede attempts to understand and address complex educational problems, and thwart productive discussion among practitioners and the public. This article examines how teachers in one Israeli school addressed dichotomous discourse around classroom management in video-based post-observation debrief conversations. Three ways of coping with dichotomies are conceptualized: either/or, synthesis and both/and. Factors contributing to the emergence of non-dichotomous discourse are discussed, including ambivalent leadership, the use of video representations, flattened hierarchies, and a focus on issues and dilemmas.

Original language	English
Pages (from-to)	418-428
Number of pages	11
Journal	Teaching and Teacher Education
Volume	67
DOIs	https://doi.org/10.1016/j.tate.2017.07.010
State	Published - 1 Oct 2017

Keywords

Dichotomous discourse
Feedback conversations
Linguistic ethnography
Teacher professional discourse
Video representations of teaching practice

All Science Journal Classification (ASJC) codes

Education

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https://doi.org/10.1016/j.tate.2017.07.010

Cite this

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title = "Breaking out of the grips of dichotomous discourse in teacher post-observation debrief conversations",

abstract = "Educational discourse is dominated by problematic dichotomies, for example, between teacher- and learner-centred pedagogies, and between teacher control and pupil autonomy. Such dichotomies impede attempts to understand and address complex educational problems, and thwart productive discussion among practitioners and the public. This article examines how teachers in one Israeli school addressed dichotomous discourse around classroom management in video-based post-observation debrief conversations. Three ways of coping with dichotomies are conceptualized: either/or, synthesis and both/and. Factors contributing to the emergence of non-dichotomous discourse are discussed, including ambivalent leadership, the use of video representations, flattened hierarchies, and a focus on issues and dilemmas.",

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Breaking out of the grips of dichotomous discourse in teacher post-observation debrief conversations

Abstract

Keywords

All Science Journal Classification (ASJC) codes

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