Managing threats to teacher face in discussions of video-recorded lessons

Dana Vedder-Weiss; Aliza Segal; Adam Lefstein

Managing threats to teacher face in discussions of video-recorded lessons

Dana Vedder-Weiss, Aliza Segal, Adam Lefstein

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

Scholars and educators are increasingly enthusiastic about the potential benefits of video-based teacher learning. However, collaborative analysis of video is a complex social endeavor entailing numerous obstacles to learning, central among them face threats. In this study, we use linguistic ethnographic methods to investigate the implications for teacher face of using video in professional development, and the implications of teacher facework for their learning. We analyze 15 case studies of video-based discussions in school-based teacher teams, identifying and classifying face-threatening acts and the face workinvolved in responding to them. We then identify and analyze exemplary cases involving key facework strategies (face threat avoidance, face defending, and face correction), focusing on the ways these strategies opened up or closed down opportunities for learning. This study will contribute to our understanding of the interaction of social and cognitive dimensions of professional learning in general, and of teacher facework in video-based professional development.

Original language	American English
Title of host publication	12th International Conference of the Learning Sciences, ICLS 2016
Subtitle of host publication	Transforming Learning, Empowering Learners, Proceedings
Editors	Chee-Kit Looi, Joseph L. Polman, Peter Reimann, Ulrike Cress
Pages	783-786
Number of pages	4
Volume	2
ISBN (Electronic)	9780990355083
State	Published - 1 Jan 2016
Event	12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016 - Singapore, Singapore Duration: 20 Jun 2016 → 24 Jun 2016

Conference

Conference	12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016
Country/Territory	Singapore
City	Singapore
Period	20/06/16 → 24/06/16

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Keywords

Face
Linguistic ethnography
Teacher learning
Video-based professional development

All Science Journal Classification (ASJC) codes

Computer Science (miscellaneous)
Education

Cite this

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title = "Managing threats to teacher face in discussions of video-recorded lessons",

abstract = "Scholars and educators are increasingly enthusiastic about the potential benefits of video-based teacher learning. However, collaborative analysis of video is a complex social endeavor entailing numerous obstacles to learning, central among them face threats. In this study, we use linguistic ethnographic methods to investigate the implications for teacher face of using video in professional development, and the implications of teacher facework for their learning. We analyze 15 case studies of video-based discussions in school-based teacher teams, identifying and classifying face-threatening acts and the face workinvolved in responding to them. We then identify and analyze exemplary cases involving key facework strategies (face threat avoidance, face defending, and face correction), focusing on the ways these strategies opened up or closed down opportunities for learning. This study will contribute to our understanding of the interaction of social and cognitive dimensions of professional learning in general, and of teacher facework in video-based professional development.",

keywords = "Face, Linguistic ethnography, Teacher learning, Video-based professional development",

author = "Dana Vedder-Weiss and Aliza Segal and Adam Lefstein",

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year = "2016",

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language = "American English",

volume = "2",

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editor = "Chee-Kit Looi and Polman, {Joseph L.} and Peter Reimann and Ulrike Cress",

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Vedder-Weiss, D , Segal, A & Lefstein, A 2016, Managing threats to teacher face in discussions of video-recorded lessons. in C-K Looi, JL Polman, P Reimann & U Cress (eds), 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings. vol. 2, pp. 783-786, 12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016, Singapore, Singapore, 20/06/16.

Managing threats to teacher face in discussions of video-recorded lessons. / Vedder-Weiss, Dana ; Segal, Aliza ; Lefstein, Adam.
12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings. ed. / Chee-Kit Looi; Joseph L. Polman; Peter Reimann; Ulrike Cress. Vol. 2 2016. p. 783-786.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

TY - GEN

T1 - Managing threats to teacher face in discussions of video-recorded lessons

AU - Vedder-Weiss, Dana

AU - Segal, Aliza

AU - Lefstein, Adam

N1 - Publisher Copyright: © ISLS.

PY - 2016/1/1

Y1 - 2016/1/1

N2 - Scholars and educators are increasingly enthusiastic about the potential benefits of video-based teacher learning. However, collaborative analysis of video is a complex social endeavor entailing numerous obstacles to learning, central among them face threats. In this study, we use linguistic ethnographic methods to investigate the implications for teacher face of using video in professional development, and the implications of teacher facework for their learning. We analyze 15 case studies of video-based discussions in school-based teacher teams, identifying and classifying face-threatening acts and the face workinvolved in responding to them. We then identify and analyze exemplary cases involving key facework strategies (face threat avoidance, face defending, and face correction), focusing on the ways these strategies opened up or closed down opportunities for learning. This study will contribute to our understanding of the interaction of social and cognitive dimensions of professional learning in general, and of teacher facework in video-based professional development.

AB - Scholars and educators are increasingly enthusiastic about the potential benefits of video-based teacher learning. However, collaborative analysis of video is a complex social endeavor entailing numerous obstacles to learning, central among them face threats. In this study, we use linguistic ethnographic methods to investigate the implications for teacher face of using video in professional development, and the implications of teacher facework for their learning. We analyze 15 case studies of video-based discussions in school-based teacher teams, identifying and classifying face-threatening acts and the face workinvolved in responding to them. We then identify and analyze exemplary cases involving key facework strategies (face threat avoidance, face defending, and face correction), focusing on the ways these strategies opened up or closed down opportunities for learning. This study will contribute to our understanding of the interaction of social and cognitive dimensions of professional learning in general, and of teacher facework in video-based professional development.

KW - Face

KW - Linguistic ethnography

KW - Teacher learning

KW - Video-based professional development

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M3 - Conference contribution

VL - 2

SP - 783

EP - 786

BT - 12th International Conference of the Learning Sciences, ICLS 2016

A2 - Looi, Chee-Kit

A2 - Polman, Joseph L.

A2 - Reimann, Peter

A2 - Cress, Ulrike

T2 - 12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016

Y2 - 20 June 2016 through 24 June 2016

ER -

Managing threats to teacher face in discussions of video-recorded lessons

Abstract

Conference

UN SDGs

Keywords

All Science Journal Classification (ASJC) codes

Other files and links

Cite this