ABSTRACT

An important characteristic of expert teaching is the ability to adapt instruction to meet learners’ needs. One way this type of ownership of instruction happens is through teachers interactively constructing knowledge about pedagogical content with others. In this article, the authors looked at how a group of thirteen participants enrolled in an online literacy Master’s program engaged in video-mediated discussions which resulted in varying degrees of instructional ownership. The participants were students in a class on word study, a differentiated approach to supporting students’ phonics, spelling, and vocabulary development. Analyzing over 70 hours of video recordings, we traced teachers’ discursive construction of ownership over word study for a semester, orienting to their sense-making processes as the construction of a personal stance toward word study through interaction with one another. Detailed analysis is used to examine patterned variability in ownership stances expressed by participants; these patterns are implicated in teachers’ capacity to develop adaptive expertise through peer support.

摘要

专家教学的一个重要特征是能够调整教学以满足学习者的需要。这种教学所有权发生的一种方式是通过教师与他人互动地构建关于教学内容的知识。在这篇文章中，作者研究了一组 13 名参加在线扫盲硕士课程的参与者如何参与以视频为媒介的讨论，从而导致不同程度的教学所有权。参与者是单词学习班的学生，这是一种支持学生语音、拼写和词汇发展的差异化方法。通过分析 70 多个小时的录像，我们追溯了教师一个学期对单词学习的所有权的话语建构，将他们的意义形成过程定位为通过与彼此的互动来构建对单词研究的个人立场。详细分析用于检查参与者表达的所有权立场的模式可变性；这些模式与教师通过同伴支持发展适应性专业知识的能力有关。