Learning to track: How do teachers learn sorting practices?

Avner Cohen-Zamir

doi:10.1016/j.tate.2021.103362

Learning to track: How do teachers learn sorting practices?

Avner Cohen-Zamir

School of Education

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

4 Scopus citations

Abstract

This article examines teachers’ sorting practices in two Israeli secondary schools to understand how teachers learn on-the-job to sort their students into learning tracks and programs. Combining quantitative and micro-ethnographic discourse analysis, the article explores how teachers develop sorting strategies in professional settings that are designed for decision-making and not for learning, based on an analysis of 281 audio-recorded discussions during 12 student placement meetings. The article offers new insight into how teachers learn sorting practices by observing other teachers’ modeling behavior and receiving feedback and develop strategies to cope with potential challenges to their own sorting decisions.

Original language	English
Article number	103362
Journal	Teaching and Teacher Education
Volume	103
DOIs	https://doi.org/10.1016/j.tate.2021.103362
State	Published - 1 Jul 2021

Keywords

Informal Learning
On-the-job learning
Teacher learning
Tracking

ASJC Scopus subject areas

Education

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10.1016/j.tate.2021.103362

Cite this

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title = "Learning to track: How do teachers learn sorting practices?",

abstract = "This article examines teachers{\textquoteright} sorting practices in two Israeli secondary schools to understand how teachers learn on-the-job to sort their students into learning tracks and programs. Combining quantitative and micro-ethnographic discourse analysis, the article explores how teachers develop sorting strategies in professional settings that are designed for decision-making and not for learning, based on an analysis of 281 audio-recorded discussions during 12 student placement meetings. The article offers new insight into how teachers learn sorting practices by observing other teachers{\textquoteright} modeling behavior and receiving feedback and develop strategies to cope with potential challenges to their own sorting decisions.",

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AB - This article examines teachers’ sorting practices in two Israeli secondary schools to understand how teachers learn on-the-job to sort their students into learning tracks and programs. Combining quantitative and micro-ethnographic discourse analysis, the article explores how teachers develop sorting strategies in professional settings that are designed for decision-making and not for learning, based on an analysis of 281 audio-recorded discussions during 12 student placement meetings. The article offers new insight into how teachers learn sorting practices by observing other teachers’ modeling behavior and receiving feedback and develop strategies to cope with potential challenges to their own sorting decisions.

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KW - On-the-job learning

KW - Teacher learning

KW - Tracking

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Learning to track: How do teachers learn sorting practices?

Abstract

Keywords

ASJC Scopus subject areas

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