Taking stock of research on teacher collaborative discourse: Theory and method in a nascent field

Adam Lefstein, Nicole Louie, Aliza Segal, Ayelet Becher

Research output: Contribution to journalReview articlepeer-review

76 Scopus citations

Abstract

Scholars generally agree that teacher professional conversations can play a critical role in teacher learning on the job. However, empirical research on the topic is relatively diffuse, both theoretically and methodologically. This paper presents a systematic review of 64 articles about teacher team discourse and interaction. The review offers an overview of the field and analyses of studies’ theoretical perspectives on teacher learning, methodological approaches to analyzing discourse, research and intervention designs, and emergent ideas and findings about generative discourse. We conclude with key questions and emphases for the consolidation and further development of this fragmented and nascent field.

Original languageEnglish
Article number102954
JournalTeaching and Teacher Education
Volume88
DOIs
StatePublished - 1 Feb 2020

ASJC Scopus subject areas

  • Education

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