[Xmca-l] Re: Teacher Learning & CHAT

Thu May 14 16:13:28 PDT 2020

Hi Arturo,
Not sure if this counts as 'Critical CHAT', but my PhD research used Cultural-Historical theory to develop a theoretical explanation of the practice of teachers' professional development that you may find interesting. A revised version of my thesis was published by Sense (now Brill) 
https://urldefense.com/v3/__https://brill.com/view/title/37721?rskey=THuTue&result=1&contents=editorial-content__;!!Mih3wA!QioiyToeWqZUr98zi0fjnm6P9T5mUad6TFrrGumUbUxCONywkl4jCi9qH9wXpT6OTQNeCw$  and may be available through your library via SpringerLink. 
Search for Grimmett The Practice of Teachers’ Professional Development: A Cultural-Historical Approach.
Alternatively, the actual thesis (complete with astonishing typo in a chapter heading that I didn't discover until revising the manuscript for the book!) is available here: 
https://urldefense.com/v3/__https://bridges.monash.edu/articles/Developing_WITHIN_practice_PD_A_cultural-historical_approach_to_understanding_the_institutional_practice_of_teachers_professional_development/4664125/1__;!!Mih3wA!QioiyToeWqZUr98zi0fjnm6P9T5mUad6TFrrGumUbUxCONywkl4jCi9qH9wXpT5TD0ntpg$ 

The theory chapter at the beginning and the final chapter might be the most useful.

Good luck with your course,
Helen
--
DR HELEN GRIMMETT
Lecturer in Primary and Early Years Education
Monash University
Education
Room A3.38, Peninsula campus
47-49 Moorooduc Hwy
Frankston, VIC 3199
Australia
T:+61 3 9904 7171
E: helen.grimmett@monash.edu
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We acknowledge and pay respects to the Elders and Traditional Owners of the land on which our four Australian campuses stand.

Recent work:
Heck, D., Grimmett, H., & Willis, L.-D. (2019). Teacher educators using cogenerative dialogue to reclaim professionalism. In A. Gutierrez, J. Fox, & C. Alexander (Eds.), Professionalism and teacher education: Voices from policy and practice, (pp. 137–156). Singapore: Springer.

Grimmett, H., Forgasz, R., Williams, J., & White, S. (2018). Reimagining the role of mentor teachers in professional experience: moving to I as fellow teacher educator. Asia-Pacific Journal of Teacher Education, 46(4), 340-353. doi:10.1080/1359866X.2018.1437391

Williams, J., White, S., Forgasz, R., & Grimmett, H. (2018). Stories from the third space: Teacher educators’ professional learning in a school/university partnership. In A. Fitzgerald, G. Parr, & J. Williams (Eds.), Re-imagining professional experience in initial teacher education: Narratives of learning (pp. 19-36). Singapore: Springer Singapore.

Willis, L.-D., Grimmett, H., & Heck, D. (2018). Exploring cogenerativity in initial teacher education school-university partnerships using the methodology of metalogue. In J. Kriewaldt, A. Ambrosetti, D. Rorrison, & R. Capeness (Eds.), Educating future teachers: Innovative perspectives in professional experience (pp. 49-69). Singapore: Springer Singapore. 

> On 15 May 2020, at 1:26 am, Adam Lefstein <alefstein@gmail.com> wrote:
> 
> Dear Arturo,
> I wish I could enroll in your course!  I'm not aware of work in the teacher learning field that self-identifies as "critical CHAT", but there are quite a few of us who are influenced by sociocultural ideas about teacher learning on the job.  I recommend in particular research by Judith Warren Little, Ilana Horn, Nicole Louie, Elham Kazemi, and Peter Smagorinsky.  Some colleagues and I recently published a review of 64 studies of teacher collaborative discourse, many of which adopt a roughly sociocultural approach: 
> Lefstein, A., Louie, N., Segal, A., & Becher, A. (2020). Taking Stock of Research on Teacher Collaborative Discourse: Theory and Method in a Nascent Field.   Teaching and Teacher Education, 88.  https://urldefense.com/v3/__https://www.sciencedirect.com/science/article/pii/S0742051X1930527X__;!!Mih3wA!QioiyToeWqZUr98zi0fjnm6P9T5mUad6TFrrGumUbUxCONywkl4jCi9qH9wXpT5oOKmNFQ$     
> And we wrote an essay on the topic that I'm happy to share (forthcoming in Educational Researcher).  
> Finally, this piece takes a relatively CHAT perspective on the topic: 
> Segal, A., Lefstein, A. & Vedder-Weiss, D. (2018) Appropriating Protocols for the Regulation of Teacher Professional Conversations.  Teaching and Teacher Education, 70, 215-226.  
> I'm happy to share e-copies off list if anyone is interested.  I look forward to hearing others' ideas, and to connecting with others who are interested in the topic (and please send the syllabus for your course).
> Best wishes,
> adam 
> 
> 
> 
>> On Thu, 14 May 2020 at 05:49, ARTURO CORTEZ <cortez@berkeley.edu> wrote:
>> Hello, colleagues.
>> 
>> I hope this message finds you well. I am planning to teach a course in the Fall entitled Teacher Learning and Critical CHAT. I am reaching out to get a list of readings that you think would be foundational and on the cutting edge in this domain. In particular, the course aims to introduce teacher educators/researchers  a Critical CHAT perspective as they design teacher learning environments. A specific feature of the course is to support the doctoral students in developing and building a theory of learning for teachers. If you have any recommendations, especially the names of scholars in this field, it would be much appreciated. 
>> 
>> Thank you so much for considering.
>> 
>> Take care,
>> Arturo Cortez
>> 
>> --
>> Arturo Cortez, PhD
>> 
>> Assistant Professor
>> 
>> Teacher Learning, Research & Practice
>> 
>> Learning Sciences & Human Development
>> 
>> School of Education | UCB 249 | Room 314
>> 
>> University of Colorado Boulder 
>> 
>> Ute, Cheyenne, and Arapaho Territories
>> 
>> 415.261.3155 (mobile)
>> 
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>> 
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>> 
>> 
>> 
>> Sign up for office hours here.
>> 
> 
> 
> -- 
> 
> אדם לפסטיין
> آدم لفستين
> Adam Lefstein
> ראש המחלקה לחינוך
> رئيس قسم التربية
> Chair, Education Department
> המעבדה לחקר הפדגוגיה
> مختبر ابحاث تربوية
> Laboratory for the Study of Pedagogy
>  
> 
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