292
Views
1
CrossRef citations to date
0
Altmetric
Article

Disruptive hooks, professional learning, and knowledge artefacts: a conceptual discussion

ORCID Icon
Received 12 Feb 2022, Accepted 05 Aug 2022, Published online: 10 Aug 2022

References

  • Aivelo, T. and Uitto, A., 2019. Teachers’ choice of content and consideration of controversial and sensitive issues in teaching of secondary school genetics. International journal of science education, 41 (18), 2716–2735. doi:10.1080/09500693.2019.1694195
  • Andersson, A., Valero, P., and Meaney, T., 2015. ‘I am [not always] a maths hater’: shifting students’ identity narratives in context. Educational studies in mathematics, 90 (2), 143–161. doi:10.1007/s10649-015-9617-z
  • Aoki, M., 2010. Corporations in evolving diversity: cognition, governance, and institutions. Oxford: Oxford University Press.
  • Arrow, K.J., 1984. The economics of information. Oxford: Blackwell.
  • Author, 2016. [details removed for peer review].
  • Author, 2020. [details removed for peer review].
  • Author, 2022. [details removed for peer review].
  • Burner, T., et al., 2017. Three secondary school teachers implementing student-centred learning in Iraqi Kurdistan. Educational action research, 25 (3), 402–419. doi:10.1080/09650792.2016.1162186
  • Carpenter, S.L., et al., 2020. Secondary science teachers’ use of discourse moves to work with student ideas in classroom discussions. International journal of science education, 42 (15), 2513–2533. doi:10.1080/09500693.2020.1820620
  • Cazden, C.B., 2001. Classroom discourse: the language of teaching and learning. 2nd. Portsmouth, N.H: Heinemann.
  • Clarke, D. and Hollingsworth, H., 2002. Elaborating a model of teacher professional growth. Teaching and teacher education, 18 (8), 947–967. doi:10.1016/S0742-051X(02)00053-7
  • Cooper, R., et al., 2021. Understanding teachers’ professional learning needs: what does it mean to teachers and how can it be supported?. Teachers and teaching, 26 (7–8), 558–576. doi:10.1080/13540602.2021.1900810
  • Darling-Hammond, L., 2008. Creating schools that develop understanding. In: L. Darling-Hammond, ed. Powerful learning: what we know about teaching for understanding. 1st ed. San Francisco, CA: Jossey-Bass, 193–211.
  • Dewey, J., 1910. How we think. Boston: Heath & Co.
  • Dudley, P., 2013. Teacher learning in Lesson Study: what interaction-level discourse analysis revealed about how teachers utilised imagination, tacit knowledge of teaching and fresh evidence of pupils learning, to develop practice knowledge and so enhance their pupils’ learning. Teaching and teacher education, 34, 107–121.
  • El Mouhayar, R., 2022. The Role of Languages in the Process of Objectification in Pattern Generalisation in a Multilingual Mathematics Classroom. International journal of science and mathematics education, 20 (5), 999–1020. doi:10.1007/s10763-021-10174-1
  • Emerson, A., et al., 2020. Multimodal learning analytics for game-based learning. British journal of educational technology, 51 (5), 1505–1526. doi:10.1111/bjet.12992
  • Ferreira, A., 2021. The micro-politics of classroom talk: tracking students’ shifting positions on race, place and privilege. Classroom discourse, 1–19. doi:10.1080/19463014.2021.1975552
  • Flores, N., Kleyn, T., and Menken, K., 2015. Looking holistically in a climate of partiality: identities of students labelled long-term English language learners. Journal of language, identity & education, 14 (2), 113–132. doi:10.1080/15348458.2015.1019787
  • Frederiksen, C.H. and Donin, J., 2015. Discourse and learning in contexts of educational interaction. In: N. Markee, ed. The handbook of classroom discourse and interaction. Chichester: John Wiley & Sons, Incorporated, 96–114.
  • Geertz, C., 1978. The bazaar economy: information and search in peasant marketing. American economic review, 68, 28–32.
  • Geertz, C., 1979. Suq: the bazaar economy in Sefrou. In: C. Geertz, ed. Meaning and order in Moroccan society: three essays in cultural analysis. Cambridge: Cambridge University Press, 123–276.
  • Goodnough, K., 2018. Understanding primary teachers’ professional learning and practice: an activity theory lens. Journal of curriculum studies, 51, 362–383.
  • Gore, J. and Rosser, B., 2020. Beyond content-focused professional development: powerful professional learning through genuine learning communities across grades and subjects. Professional development in education, 48 (2), 218–232. doi:10.1080/19415257.2020.1725904
  • Hakkarainen, K., et al., 2013. Sociocultural perspectives on collaborative learning: towards collaborative knowledge creation. In: C.E. Hmelo-Silver, et al, eds. The international handbook of collaborative learning. New York: Routledge, 57–73.
  • Hidalgo, C., 2015. Why information grows: the evolution of order, from atoms to economies. New York Boulder: Basic Books.
  • Horn, I.S., 2005. Learning on the job: a situated account of teacher learning in high school mathematics departments. Cognition and instruction, 23 (2), 207–236. doi:10.1207/s1532690xci2302_2
  • Inagaki, T. and Sato, M., 1996. Jugyo kenkyu nyumon (Introduction to lesson study). Tokyo: Iwanami.
  • Jorgensen, R., 2016. Playing the game of school mathematics: being explicit for Indigenous learners and access to learning. Intercultural education, 27 (4), 321–336. doi:10.1080/14675986.2016.1203586
  • Keane, W., 2008. Modes of objectification in educational experience. Linguistics and education, 19 (3), 312–318. doi:10.1016/j.linged.2008.05.008
  • Keddie, A., 2011. Supporting minority students through a reflexive approach to empowerment. British journal of sociology of education, 32 (2), 221–238. doi:10.1080/01425692.2011.547307
  • Kelchtermans, G., 1996. Teacher vulnerability: understanding its moral and political roots. Cambridge journal of education, 26 (3), 307–323. doi:10.1080/0305764960260302
  • Knupsky, A. and Caballero, M.S., 2020. Do we know what they are thinking? Theory of mind and affect in the classroom. Teaching and learning inquiry, 8 (1), 108–121. doi:10.20343/teachlearninqu.8.1.8
  • Koç, T., Dilek Bacanak, K., and Ergül, H., 2021. Gaze and other non-verbal resources in student clarification requests: a micro-analytic investigation. The language learning journal, 1–17. doi:10.1080/09571736.2021.1933142
  • Korthagen, F.A.J., 2009. Professional Learning from Within. Studying teacher education, 5 (2), 195–199. doi:10.1080/17425960903306955
  • Korthagen, F. and Vasalos, A., 2005. Levels in reflection: core reflection as a means to enhance professional growth. Teachers and teaching, 11 (1), 47–71. doi:10.1080/1354060042000337093
  • Kuby, C.R. and Christ, R.C., 2020. The matter we teach with matters: teaching with theory, theorising with (Textbook) bodies. Qualitative inquiry, 26 (1), 71–80. doi:10.1177/1077800419874826
  • Lewis, C., Takahashi, A., 2013. Facilitating curriculum reforms through lesson study. International journal for lesson and learning studies, 2 (3), 207–217. doi:10.1108/IJLLS-01-2013-0006
  • Little, J.W., 2003. Inside teacher community: representations of classroom practice. Teachers college record: the voice of scholarship in education, 105 (6), 913–945. doi:10.1111/1467-9620.00273
  • Liu, Y., 2019. Situated teacher learning as externalising and mobilising teachers’ tacit knowledge through talk in a language teacher professional community. Research papers in education, 34 (3), 330–351. doi:10.1080/02671522.2018.1452956
  • Lofthouse, R. and Thomas, U., 2017. Concerning collaboration: teachers’ perspectives on working in partnerships to develop teaching practices. Professional development in education, 43 (1), 36–56. doi:10.1080/19415257.2015.1053570
  • Lund, L., 2020. When school-based, in-service teacher training sharpens pedagogical awareness. Improving schools, 23 (1), 5–20. doi:10.1177/1365480218772638
  • Männikkö, I. and Husu, J., 2018. Uncovering expected teaching actions in attention-demanding teaching situations. Teacher development, 22 (5), 651–667. doi:10.1080/13664530.2018.1464503
  • Mathayas, N., et al., 2019. Representational gesturing as an epistemic tool for the development of mechanistic explanatory models. Science education, 103 (4), 1047–1079. doi:10.1002/sce.21516
  • Mcmahon, C., Lowe, A., and Culley, S., 2004. Knowledge management in engineering design: personalisation and codification. Journal of engineering design, 15 (4), 307–325. doi:10.1080/09544820410001697154
  • Meijer, P.C., Verloop, N., and Beijaard, D., 1999. Exploring language teachers’ practical knowledge about teaching reading comprehension. Teaching and teacher education, 15 (1), 59–84. doi:10.1016/S0742-051X(98)00045-6
  • Mili and Winch, C.M., 2019. Teaching through textbooks: teachers as practitioners of a discipline?. Theory and research in education, 17 (2), 181–201. doi:10.1177/1477878519862547
  • Moriña, A. and Orozco, I., 2021. Understanding inclusive pedagogy in primary education: teachers’ perspectives. Educational studies, 47 (2), 137–154. doi:10.1080/03055698.2019.1670139
  • Newell, S., 2007. Information. In: A.J.B. Stewart and R. Clegg, eds. International encyclopaedia of organization studies. Thousand Oaks: SAGE Publications, 661–663.
  • North, D.C., 2010. Understanding the process of economic change. Princeton: Princeton University Press.
  • Opfer, V.D. and Pedder, D., 2011. Conceptualising teacher professional learning. Review of educational research, 81 (3), 376–407. doi:10.3102/0034654311413609
  • Ose, T. and Sato, M., 2003. Gakko wo kaeru [Reforming the school]. Tokyo: Shogakkan.
  • Parkinson, J. and Whitty, L., 2021. The role of tag questions in classroom discourse in promoting student engagement. Classroom discourse, 13 (1), 83–105.
  • Pereira, Í.S.P. and Doecke, B., 2016. Storytelling for ordinary, practical purposes (Walter Benjamin’s ‘The Storyteller’). Pedagogy, culture & society, 24 (4), 537–549. doi:10.1080/14681366.2016.1210200
  • Prenger, R., Poortman, C.L., and Handelzalts, A., 2017. Factors influencing teachers’ professional development in networked professional learning communities. Teaching and teacher education, 68, 77–90. doi:10.1016/j.tate.2017.08.014
  • Qiao, X. and Yu, S., 2016. Enhancing professional learning communities through knowledge artefacts in mainland China. Journal of education for teaching, 42 (1), 110–113. doi:10.1080/02607476.2015.1135229
  • Quinn, D.M., et al., 2018. Effects of a video-based teacher observation program on the de-privatisation of instruction: evidence from a randomised experiment. Educational administration quarterly, 54 (4), 529–558. doi:10.1177/0013161X18764333
  • Radford, L., 2013. Three key concepts of the theory of objectification: knowledge, knowing, and learning. Journal of research in mathematics education, 2, 7–44.
  • Rumenapp, J.C., 2016. Analysing discourse analysis: teachers’ views of classroom discourse and student identity. Linguistics and education, 35, 26–36. doi:10.1016/j.linged.2016.04.002
  • Saito, E., 2021. The evolution of joint teacher observations and reflections as sites of heteroglossia and heteroopia: an actor–network theoretical discussion. Reflective Practice, 22 (5), 682–696. doi:10.1080/14623943.2021.1964946
  • Saito, E. and Khong, T.D.H., 2017. Not just for special occasions: supporting the professional learning of teachers through critical reflection with audio-visual information. Reflective Practice, 18 (6), 837–851. doi:10.1080/14623943.2017.1361921
  • Sato, M., 2003. Kyoshitachi no chosen [Challenges taken up by the teachers]. Tokyo: Shogakkan.
  • Sato, M., 2005. Gakko no chosen [Challenges taken up by schools]. Tokyo: Shogakkan.
  • Sato, M., 2012. Gakko kenbunroku [School visit records]. Tokyo: Shogakkan.
  • Sato, M., 2021. Manabi no kyodotai no sozo [Creation of school as learning community]. Tokyo: Shogakkan.
  • Sato, M., 2022. Manabi no kyodotai no sozo [Creating school for learning community]. Tokyo: Shogakkan.
  • Sato, M., Akita, K., and Iwakawa, N., 1993. Practical thinking styles of teachers: a comparative study of expert and novice thought processes and its implications for rethinking teacher education in Japan. Peabody journal of education, 68, 100–110.
  • Sato, M. and Sato, M., 2003. Koritsu chugakko no chosen [Challenge taken up by a neighbourhood lower secondary school]. Tokyo: Gyosei.
  • Schepens, A., Aelterman, A., and Van Keer, H., 2007. Studying learning processes of student teachers with stimulated recall interviews through changes in interactive cognitions. Teaching and teacher education, 23, 457–472.
  • Schon, D.A., 1983. The reflective practitioner: how professionals think in action. New York: Basic Books.
  • Shin, J. and Son, W., 2019. School reform practices through building learning community in Korea. In: A. Tsukui and M. Murase, eds. Lesson study and schools as learning communities. London: Routledge, 45–58.
  • Simone, C., 2018. Knowledge artefacts: the implications of incommensurable dimensions for their design. Data technologies and applications, 52, 130–147.
  • Štorga, M., Mostashari, A., and Stanković, T., 2013. Visualisation of the organisation knowledge structure evolution. Journal of knowledge management, 17, 724–740.
  • Strati, A.D., Schmidt, J.A., and Maier, K.S., 2017. Perceived challenge, teacher support, and teacher obstruction as predictors of student engagement. Journal of educational psychology, 109, 131–147.
  • Suratno, T., et al., 2019. Harbinger of lesson study for learning community in Indonesia. In: A. Tsukui and M. Murase, eds. Lesson study and schools as learning communities. London: Routledge, 74–89.
  • Tan, S., 2021. Bansho as part of lesson and lesson study: from the origins to the present. International journal for lesson & learning studies, 10, 378–392.
  • Tomas, L., Rigano, D., and Ritchie, S.M., 2016. Students’ regulation of their emotions in a science classroom. Journal of research in science teaching, 53, 234–260.
  • Truxaw, M.P., 2020. Dialogic discourse to empower students in linguistically diverse elementary mathematics classrooms. Teacher education quarterly, 47, 120–144.
  • Tuma, F., et al., 2014. Expert teachers’ interactive cognition: an analysis of stimulated recall interviews. The new educational review, 36, 289 +.
  • Valckx, J., Vanderlinde, R., and Devos, G., 2021. Do teachers’ educational beliefs affect the relationship between departmental leadership and interpersonal PLC characteristics? Professional development in education, 1–18.
  • Van Driel, S., et al., 2022. A coding scheme to clarify teachers’ interactive cognitions in noticed classroom management situations from an actor’s perspective. Teaching and teacher education, 111 (2022), Article 103602.
  • Van Es, E.A. and Sherin, M.G., 2002. Learning to notice: scaffolding new teachers’ interpretations of classroom interactions. Journal of technology and teacher education, 10, 571–596.
  • Vehkakoski, T.M., 2019. ‘Can do!’ Teacher promotion of optimism in response to student failure expectation expressions in classroom discourse. Scandinavian journal of educational research, 64, 408–424.
  • Vossoughi, S., et al., 2021. Pedagogical ‘hands and eyes’: embodied learning and the genesis of ethical perception. Anthropology & education quarterly, 52, 135–157.
  • Webster-Wright, A., 2009. Reframing professional development through understanding authentic professional learning. Review of educational research, 79, 702–739.
  • Zaletelj, J. and Košir, A., 2017. Predicting students’ attention in the classroom from Kinect facial and body features. EURASIP journal on image and video processing, 80 (2017). doi:10.1186/s13640-017-0228-8

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.