knowledge making in team-training

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Dialogues and Discourses towards Teacher Training

Dr. Mihaela Tilincă and phd. student Valentina Mureșan

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issues we bring forward

the presentation

May 17th BAS Timisoara

the research: context & snapshot

what is in it for teacher training?

social practice: ‘reading’ key for findings

social practice: discourses

social practice: actions & events

social practice: actors & relationships

social practice: texts, tools, instruments

the presentation

May 17th, BAS, Timisoara

contextthe research

16 hrs/month Fri, Sat, Sun

face to face workshops

4 hrs/month

3 2 events/monthsnon classroom contexts.

‘unconventional’ events

‘blended learning’ programteacher training & development12 months/2 series/70+70 teachers3+ 3 groups of teachers in training

6 modules: research, Web 2.0, career management, project management, evaluation

4 ‘old’ trainers+2 teams of ‘young’ trainers

mentoring sessions

snapshotthe research

qualitative, interpretive‘action research’ dimensions

research paradigm

4 trainerse-mail exchange around 1 session

grounded theory, Glaser & Strauss

CDA, Fairclough

ethnographical content analysis

analytical frames

claimso texts are traces of practices

o new (TT) knowledge is created through dialogue among trainers

o data collected while (teacher) training is extremely rich & findings of empirical research based on it advances trainer training

data & participants

the data‘intentions’ behind e-mail exchange

*openingchannel*checking team

*alocate & assume

tasks & roles

ME*signalneed to un-learn& re-learnsession

*negotiatemeanings

training

learning

*validatesequence of training session

*support

strenghten team

working together towards planning training session

Dear all

Since there are only a couple of days till the last [Web 2.0] module and because, as far as I have learnt from T., it’s only [the two of] us, I wonderwhether we meet or talk via mail?

I’ve assumed the intro on Friday, and you V could take the Excell; for Saturday I can present Prezi and Real Player; we are still left with Sunday for which I think I leave the digital taxonomy for you and I deal with the closing bit.

I still don’t know whteher we sould keep the game on Saturday or not? Maybe we can find smth. else...I am thinking that if we have people who know already how to work, to ask them to be tutors for the beginers (if they are many). [...]

What do you think? T. I promise you to scan things for you, too. Waiting for suggestions from you.

Have a nice evening, ME

the dataextract

researcher dilemmasthe data

what & how to extract from the research paper

how to structure the presentation

to offer both: process deconstructed&valid findings

how to present transparently?

to preserve a wholistic image & give fair treatment to detail

how to describe data?

2 horrizontally, across ‘moves’in dialogue&vertically, along possible readings

constructing knowledge, politeness & cooperation, power relations, discourses on learning, discourses on training, etc

the presentation

The concept of social practice is central for a discourse view of language and for a social view of literacy and it can function as an interface between ethnographic

and linguistic approaches to language. The advantage of focusing upon practices is that they constitute a point of connection between abstract structures and their mechanisms, and concrete events.

Fairclough (2003:25) defines social practices as articulations of different types of social elements which are associated with particular areas of social life.

The social elements (both discourse and non-discoursal elements) indicated by Fairclough (2000:25) and Van Leeuwen (1993:204) as constituting social

practices are: ‘action and interaction’ (‘activities’ and ‘reactions’ to participants or activities for van Leeuwen), ‘social relations’, ‘persons’ (including beliefs, attitudes, histories), and the ‘material world’(appropriate ‘time’ and ‘places for

van Leeuwen) as component elements. To those, Fairclough adds ‘discourse’ and van Leeuwen ‘performance indicators’ (ways in which activities should be performed), ‘tools’ needed for the performance of practice, the ‘dress’ prescribed for the practice and the ‘eligibility criteria’ for the participants, places, tools or dress.

social practice‘reading’ key for data & findings

the presentation

Actors

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• ME

• MI

WHOTraditional roles in a team (Belbin’s team roles)

• “…I have ?? the introductory part for Friday and you V can do the Excell…”

• ”...I was thinking that if we have people in the room who can work [on the computer] to make them tutors for the ones....”

• ”..For the final part I was thinking of giving them a postcard on which to write 2 promises and in a month’s time we’ll send these to them...”

• ” ...I am sorry I cannot be with you... I will want to know everything... ”

• ”...About the activity on Sunday I think it needs to be better anchored in the context... And foucus on the idea of team and collaboration....anyway they hane’t internalized this yet”

• ”...By the way, regarding who can take over T’s part...”

• ”...the postcard idea sounds good...it’s an opportunity for reflection and also it’s a message that we do not put technology above all...”

• ”...I can be there [with you] in the afternoon”• ”...Let’s take each thing in order...”• ”...the Tapscott idea I would work some more on

it... and not just give it to them...”• ”...I’m still thinking about the Saturday morning

activity....but because this group needs team building...”

DOING/ACTING

• EXECUTIVE/IMPLEMENTER• DRIVER/SHAPER• COMPLETER/FINISHER

THINKING/PROBLEM SOLVING• INNOVATOR/PLANT• ANALYST/MONITOR/EVALUATOR• EXPERT/SPECIALIST

PEOPLE/FEELINGS• CHAIRMAN/COORDINATOR• TEAM PLAYER/WORKER• EXPLORER/RESOURCE/

INVESTIGATOR

Symbolic power based on symbolic resources:

1. Status2. Information/expert knowledge3. Experience as trainers4. Experience in project5. Personal features and skills

(communication skills)

Actors and Relationships

Personal relationships outside the classroom

Symmetry vs. hierarchy in

the classroom

the presentation

Within the dialogue/Within the training sequence

INPUT/IDEA PUT FORWARD

VALIDATION + SUGGESTION

FOR CHANGES

INVITATION TO VALIDATE

DECISION

CHANGES

(INVITATION TO (RE) VALIDATE)

I’ve proposed to give each participant a list with Tapscott’s recommendations, what do you think?

If you make a list with Tapscott’s recommendations you give me what I wanted, too; I think the recommendations were apreciated by the trainees and they would like to have them.

[I like the postcard ideea].. I would further process the Tapscott idea, that is, it would be to their interest to discover them rather then receive them like that

Co-producing ‘new knowledge’Actions

Tapscott’s recommendations

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I also feel that we should let them discover the 21st century teacher profile and to realize a king of self portrait

...we stilll have to see how they can reach Tapscott’s conclusions without giving them things already ‘chewed’, maybe we ask them to fill in the missing key word, what do you think?

Tapscott’s recommendations (continued)

I’m still thinking of a variant to present the acquired competences...as a circle whic we fill in after each sequence with what they have acquired in that sequence

We can use that circlewhen concluding Friday night, then you can moderate the final discussions on Friday

To complete the ‘competence’ [activity] we can attach coloured post-its to highlight better [the components of the competence’

acquiring ‘competence’

I ‘assumed’ the introductory part on Friday

To end on an optimist note, be patient ti ll the end, don’t you be discouraged after Friday [he who laughs last, laughs better]

...another ideea came to me for the beginning discussion about the net generation; to avoid dead moments I am going to give them drawings of all sort of kids on which they have to write two features of our students, from their everyday practise [...]

good ‘start’ on Friday

1. Lessons learnt in delivering sessions re-introduced in the planning

2. Comittment to UN-LEARN if trainees or feedback ask for it (the ‘why this? why here? Why in this manner?’ questions)

3. Communication is ‘co-operative’ and ‘polite’ (relevance, arguments, positive feedback, suggestions)

4. RE-LEARNING is a team exercise that has the creative potential (acceptance to collide ideas) and innovative results

Constructing ‘new’ knowledge together

Modul Web 8 -9-10 Iulie 2011

the presentation

social practices: discourses

social practices: texts, tools, instruments✓

1. Session plan2. Postcards

3. Competence diagrame4. Excel worksheet

5. Team building activity diagrame6. Link index

Texts, tools, instruments

Obiectiv Activitate Descriere ObservatiiFRIDAYOBJECTIVES*to realise what generation they are working with

*to answer possible queries regarding the concept of web 2.0

ACTIVITIESIntroduce the team and the course

Watch youtube film 1 + discussions Searching for information about

Preliminary conclusions

DESCRIPTIONPrezentarea echipei de formatori si a rolurilor pe care le avem pe parcursul weekendului si structura weekendului Vizionare filmulet + Discutii pe marginea intrebarilor: Generatia net - ce stim despre ea?Cat suntem de relevanti ca profesori ai acestei generatii de elevi? Fisa de lucru – ce este Web 2.0? un wiki? Blog? Podcast?Vodcast?

OBSERVATIONSMelinda si Valy Melinda incepe un brainstorming eu vin apoi sa vedem daca asteptarile /opiniile lor se verifica si introduce filmuletul impreuna cu o o fisa/sarcina de lucru pentru aceasta activitatePAUZACu mine cauta sa descifreze ce inseamna Web 2.0Melinda poti sa iti asumi concluziile zilei si pregatirea pt sambata dimineata?

A Fragment of the Session Plan

the presentation

social practices: texts, tools, instruments

Norman Faircough‘discourse view of language’

Discourse refers to the whole process of social interaction of which text is a product: thei process includes the text, the process of production (of whic the text is a product) and the process of interpretation (for which the text is a resource).

language and context are integrated: social phenomena are (in part) linguistic phenomena

Discourses shape & are shaped in practices

Modul Web 8 -9-10 Iulie 2011

How is TRAINING constructed?training is about trainees’ needsgood training is participativetraining is about relationships

How is LEARNING in TRAINING is constructed?learning needs to be reflective (vs recongition R. Hasan)

learning need to be situated, vs autonomouslearning happens better trough experiential cycle

How is TEACHING constructed?teaching is about student’s future needs

Discourses shape & are shaped in practices

...maybe we find smth. else..I was thinking that if we have participants who already know how to work to invite them to act as tutors ME

...I believe that those recommendations have been apprecitaed by the trainees and they would like to have them T

...I would further process the Tapscott idea, that is, it would be to their interest to discover them rather then receive them like that V

..I believe they haven’t internalised this ideea and that’s why they haven’t thought of puting the resources together T

...I’m still thinking of the Saturday morning activity – but, because in this group there is need for a different kind of team building [...]I have two variants: either a worksheet [...] or a creative exercise as a drawing/symbol/’coat of arms’...V

Discoursetraining is about trainees’ needs

participate reflect analyze create new knowledge/relate critically to old knowledge

re-contextualise information scrutinize their own working context

...I would further process the Tapscott idea, that is, it would be to their interest to discover them rather then receive them like that V

...for the final part I was thinking of giving them a postcard on which to write two things they plan to do with what they’ve learnt in this module, and after a months to send the postcards to them to remember ME

...the postcard ideea seems interesting to me because it would make them reflect, after a time in which things become clearer, at everything that happened in the project T

... a creative exercise as a drawing/symbol/’coat of arms’, in groups (different of those in which they usually work) or individually, in which to represent visually the ideea of Web as it serves them now V

DiscourseLearning in training needs to be ‘reflective’

... ...for the final part I was thinking of giving them a postcard on which to write two things they plan to do with what they’ve learnt in this module, and after a months to send the postcards to them to remember ME

... to avoid dead moments I am going to give them drawings of all sort of kids on which they have to write two features of our students, from their everyday practise ; then to present in front of the others and to post it on a wall or on a rope. This way, they will have in front of them for the rest of the training module the kids for whom we try to do smth. ME

...I have another film which could be a bonus, you tell me what you think, for the final part, and the message is that we prepare the students for their future, not for our past ME

DiscourseTeaching is about the students’ future needs

the presentation

social practices: texts, tools, instruments

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Claims revisited

o texts are traces of practices

o new (TT) knowledge is created through dialogue among trainers

o data collected while (teacher) training is extremely rich & findings of empirical research based on it advances trainer training

CLAIMS & FOOD FOR THOUGHT ...from findings and experience

Teacher training

LEARNUN-LEARNRE-LEARN

Team work

Research of work

knowledge making in team-training

Education