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Teachers and Teaching
theory and practice
Volume 12, 2006 - Issue 1: The ‘dark side of the moon‘: A critical look at teacher knowledge construction in collaborative settings
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Original Articles

Convergent, divergent and parallel dialogues: knowledge construction in professional conversations

Lily Orland‐Barak University of Haifa, IsraelCorrespondence[email protected]
Pages 13-31 | Published online: 24 Jan 2007

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Edel Karin Kvam. (2023) Knowledge development in the teaching profession: an interview study of collective knowledge processes in primary schools in Norway. Professional Development in Education 49:3, pages 429-441.
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Ingunn Ofte. (2022) Collective meaning-making in collegial conversations: teacher educators’ talk about students’ academic writing. Education Inquiry 0:0, pages 1-19.
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Cheri Chan. (2020) I know how it feels: how online mentors help pre-service teachers negotiate practicum tensions in the third space. Mentoring & Tutoring: Partnership in Learning 28:2, pages 189-210.
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Xiao Cheng & Xunyi Pan. (2019) English language teacher learning in professional learning communities: a case study of a Chinese secondary school. Professional Development in Education 45:4, pages 698-712.
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Edel Karin Kvam. (2018) Untapped learning potential? A study of teachers’ conversations with colleagues in primary schools in Norway. Cambridge Journal of Education 48:6, pages 697-714.
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Mark Schep, Carla van Boxtel & Julia Noordegraaf. (2018) Post-observation conversations in the museum: using the self-evaluation of the supervisee as the starting point. Museum Management and Curatorship 33:5, pages 506-523.
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Mirit Rachamim & Lily Orland-Barak. (2018) When style meets pattern in mentoring talk: implications for student teacher community learning environments in practice teaching. Cambridge Journal of Education 48:5, pages 657-675.
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Chin-Wen Chien. (2018) Professional dialogue among elementary school English teachers in Taiwan: current challenges and issues. Education 3-13 46:2, pages 188-201.
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Ann Harlow, Bronwen Cowie, David McKie & Mira Peter. (2017) Threshold concept theory as an enabling constraint: a facilitated practitioner action research study. Educational Action Research 25:3, pages 438-452.
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Dan O’Sullivan & Paul F. Conway. (2016) Underwhelmed and playing it safe: newly qualified primary teachers’ mentoring and probationary-related experiences during induction. Irish Educational Studies 35:4, pages 403-420.
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Mirit Rachamim & Lily Orland-Barak. (2016) Constructing meaning in a community of learners: the ‘star’ pattern of talk. Oxford Review of Education 42:4, pages 475-490.
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Hairon Salleh. (2016) Facilitation for professional learning community conversations in Singapore. Asia Pacific Journal of Education 36:2, pages 285-300.
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Jennifer Charteris & Dianne Smardon. (2013) Second look – second think: a fresh look at video to support dialogic feedback in peer coaching. Professional Development in Education 39:2, pages 168-185.
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Alice Chow. (2013) Managing educational change: a case of two leadership approaches. International Journal of Leadership in Education 16:1, pages 34-54.
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Göran Fransson & Jan Grannäs. (2013) Dilemmatic spaces in educational contexts – towards a conceptual framework for dilemmas in teachers work. Teachers and Teaching 19:1, pages 4-17.
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Jannet J. Doppenberg, Anouke W.E.A. Bakx & Perry J. den Brok. (2012) Collaborative teacher learning in different primary school settings. Teachers and Teaching 18:5, pages 547-566.
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Karl Attard. (2012) Public reflection within learning communities: an incessant type of professional development. European Journal of Teacher Education 35:2, pages 199-211.
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Sylvia Yee Fan Tang, Pamela Pui Wan Leung, Alice Wai Kwan Chow & Ping Man Wong. (2010) A case study of teacher learning in an assessment for learning project in Hong Kong. Professional Development in Education 36:4, pages 621-636.
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Sylvia Yee Fan Tang. (2010) Teachers’ professional knowledge construction in Assessment for Learning. Teachers and Teaching 16:6, pages 665-678.
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Yan Kang & Luxin Yang. (2022) Examining EFL teachers’ changing conceptions of research: A case study of a continuing professional development program in mainland China. Frontiers in Psychology 13.
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Kent K Lee & Marilyn L Abbott. (2021) Knowledge co-construction in professional reading group discussions. ELT Journal 75:4, pages 471-481.
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Kendall Jarrett, Belinda Cooke, Stephen Harvey & Víctor López-Ros. (2021) Using Professional Conversations as a Participatory Research Method Within the Discipline of Sport Pedagogy-Related Teacher and Coach Education. Journal of Participatory Research Methods 2:1.
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Younhee Kim & Rita Elaine Silver. 2021. Classroom-based Conversation Analytic Research. Classroom-based Conversation Analytic Research 303 328 .
Neville John Ellis, Dennis Alonzo & Hoa Thi Mai Nguyen. (2020) Elements of a quality pre-service teacher mentor: A literature review. Teaching and Teacher Education 92, pages 103072.
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Janneke P.W. Sleenhof, Maaike Koopman, Marieke C.G. Thurlings & Douwe Beijaard. (2019) An exploratory study into teachers’ beliefs and experiences about allocating students. Teaching and Teacher Education 80, pages 94-105.
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Muhammet Ahmet Tokdemir. (2018) The Usage and Evaluation of Hypothetical Questions in History Teaching. Cumhuriyet International Journal of Education.
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Dominika Dobrowolska & Kristine Balslev. (2017) Discursive mentoring strategies and interactional dynamics in teacher education. Linguistics and Education 42, pages 10-20.
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Kanokorn Somprach, Keow Ngang Tang & Pongtorn Popoonsak. (2016) The relationship between school leadership and professional learning communities in Thai basic education schools. Educational Research for Policy and Practice 16:2, pages 157-175.
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Younhee Kim & Rita Elaine Silver. (2016) Provoking Reflective Thinking in Post Observation Conversations. Journal of Teacher Education 67:3, pages 203-219.
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Hanna Kuusisaari. (2014) Teachers at the zone of proximal development – Collaboration promoting or hindering the development process. Teaching and Teacher Education 43, pages 46-57.
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Karl Attard. 2014. Self-Study in Physical Education Teacher Education. Self-Study in Physical Education Teacher Education 29 43 .
Jon Ohlsson. (2013) Team learning: collective reflection processes in teacher teams. Journal of Workplace Learning 25:5, pages 296-309.
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Freema Elbaz-Luwisch & Lily Orland-Barak. 2013. From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community. From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community 97 113 .
Kyunghee So. (2013) Knowledge construction among teachers within a community based on inquiry as stance. Teaching and Teacher Education 29, pages 188-196.
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June Junge. (2012) Kjennetegn ved læreres kollegasamtaler, og betydningen av disse for læringspotensialet i samtalene. Norsk pedagogisk tidsskrift 96:5, pages 373-386.
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Kristine Balslev & Edyta Tominska. (2012) Opportunités de construction de savoirs professionnels dans les entretiens de stage. Travail et Apprentissages N° 9:1, pages 163-182.
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Chunxian Zheng. (2012) Understanding the learning process of peer feedback activity: An ethnographic study of Exploratory Practice. Language Teaching Research 16:1, pages 109-126.
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Kristine Balslev, Sabine Vanhulle & Edyta Tominska. (2011) A Discursive Approach to Recognition in the Practicum. McGill Journal of Education 46:1, pages 23-39.
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Jon Ohlsson & Peter Johansson. 2010. Learning Through Practice. Learning Through Practice 240 255 .

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