Talking Shop: Authentic Conversation and Teacher Learning

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9780807740309: Talking Shop: Authentic Conversation and Teacher Learning
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What do teachers learn from talking to one another about their practice? This set of exciting stories focuses on this important question and presents a case for how the ordinary talk among teachers is a potent medium for teacher learning and professional development. Drawing from the work of eight groups of teachers in the United States and Israel who have met in conversation for the past 4 to 5 years, the contributors present rich descriptions of the complexities, obstacles, contradictions, and possibilities that can accompany teacher conversation. Their research findings culminate in a practical model that helps guide educators in developing and supporting their own teacher conversation groups. With helpful and instructive guidance, they demonstrate how the development and support model they put forth:

  • Is teacher-centered, inexpensive, and sustainable
  • Provides frameworks to guide teacher conversations and authentic examples of professional development in action
  • Offers excellent opportunities for faculty and doctoral students to do low-cost, publishable research on learning to teach
  • Is flexible in that participants can choose how to focus the deliberations of their group, how to set ground rules, and what patterns of meetings to follow
  • Is easy to orchestrate

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About the Author:

Christopher M. Clark is Director of the School of Education and professor of education at the University of Delaware.

Review:

"This is a wonderfully helpful book for educators who want to develop highly collaborative and creative learning environments for themselves, their colleagues, and their students."
Mary Field Belenky, Coauthor of Women’s Ways of Knowing and A Tradition That Has No Name



"These authors are convinced that conversation groups can constitute a low-cost, sustainable, satisfying, and significant form of teacher professional development. And they demonstrate it. This is an important book. It is a "must read" for teachers, teacher educators, researchers, and those who seek to understand teacher development, growth, and change and the role of conversation in that."
Nona Lyons, Editor of With Portfolio in Hand

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9780807740316: Talking Shop: Authentic Conversation and Teacher Learning

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Publisher: Teachers College Pr, 2001
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Book Description Teachers' College Press, United States, 2001. Paperback. Condition: New. New. Language: English. Brand new Book. What do teachers learn from talking to one another about their practice? This set of stories focuses on this important question and presents a case for how the ordinary talk among teachers is a potent medium for teacher training and professional development. Drawing from the work from eight groups of teachers in the United States and Israel who have met in conversation for the past four to five years, the contributors present descriptions of the complexities, obstacles, contradictions, and possibilities that can accompany teacher conversation. Their research findings culminate in a practical model that helps guide educators in developing and supporting their own teacher conversation groups. They show how the development and support model they put forth: is teacher-centred, inexpensive and sustainable; provides frameworks to guide teacher conversations and authentic examples of professional development in action; offers opportunities for faculty and doctoral students to do low-cost, publishable research on learning to teach; and is easy to orchestrate. Contributors include Lynne Cavazos, Alison Cook-Sather, Susan Florio-Ruane, Lily Orland, Taffy E. Raphael, Frances Rust, Stephen A. Swidler, and Michal Zellermayer. Seller Inventory # AAN9780807740309

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Book Description Teachers College Press, United States, 2001. Paperback. Condition: New. New. Language: English . Brand New Book. What do teachers learn from talking to one another about their practice? This set of stories focuses on this important question and presents a case for how the ordinary talk among teachers is a potent medium for teacher training and professional development. Drawing from the work from eight groups of teachers in the United States and Israel who have met in conversation for the past four to five years, the contributors present descriptions of the complexities, obstacles, contradictions, and possibilities that can accompany teacher conversation. Their research findings culminate in a practical model that helps guide educators in developing and supporting their own teacher conversation groups. They show how the development and support model they put forth: is teacher-centred, inexpensive and sustainable; provides frameworks to guide teacher conversations and authentic examples of professional development in action; offers opportunities for faculty and doctoral students to do low-cost, publishable research on learning to teach; and is easy to orchestrate. Contributors include Lynne Cavazos, Alison Cook-Sather, Susan Florio-Ruane, Lily Orland, Taffy E. Raphael, Frances Rust, Stephen A. Swidler, and Michal Zellermayer. Seller Inventory # AAN9780807740309

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