Difference between revisions of "Waite1993"
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|BibType=ARTICLE | |BibType=ARTICLE | ||
|Author(s)=Duncan Waite | |Author(s)=Duncan Waite | ||
| − | |Title=Teachers in | + | |Title=Teachers in conference: a qualitative study of teacher-supervisor face-to-face interactions |
| − | |Tag(s)=EMCA; Teachers; Supervision; Support work; | + | |Tag(s)=EMCA; Teachers; Supervision; Support work; |
|Key=Waite1993 | |Key=Waite1993 | ||
|Year=1993 | |Year=1993 | ||
| Line 10: | Line 10: | ||
|Volume=30 | |Volume=30 | ||
|Number=4 | |Number=4 | ||
| − | |Pages= | + | |Pages=675–702 |
| − | | | + | |URL=https://journals.sagepub.com/doi/10.3102/00028312030004675 |
| + | |DOI=10.3102/00028312030004675 | ||
|Abstract=Ethnographic methods and conversation analysis were used to examine five teacher-supervisor conferences and their contexts. Related to the literature of supervision, teacher socialization, and mentoring, this report details how three teacher conference roles—passive, collaborative, and adversarial—were constructed, face-to-face and moment-by-moment. Teachers’ interactional resources are illuminated as supervisors’ presumed hegemony is reconsidered. Implications derived from this study include those for: supervision, educational leadership, school reform, teacher recruitment and placement, beginning teacher development, and action research. | |Abstract=Ethnographic methods and conversation analysis were used to examine five teacher-supervisor conferences and their contexts. Related to the literature of supervision, teacher socialization, and mentoring, this report details how three teacher conference roles—passive, collaborative, and adversarial—were constructed, face-to-face and moment-by-moment. Teachers’ interactional resources are illuminated as supervisors’ presumed hegemony is reconsidered. Implications derived from this study include those for: supervision, educational leadership, school reform, teacher recruitment and placement, beginning teacher development, and action research. | ||
}} | }} | ||
Latest revision as of 12:46, 23 October 2019
| Waite1993 | |
|---|---|
| BibType | ARTICLE |
| Key | Waite1993 |
| Author(s) | Duncan Waite |
| Title | Teachers in conference: a qualitative study of teacher-supervisor face-to-face interactions |
| Editor(s) | |
| Tag(s) | EMCA, Teachers, Supervision, Support work |
| Publisher | |
| Year | 1993 |
| Language | English |
| City | |
| Month | |
| Journal | American Educational Research Journal |
| Volume | 30 |
| Number | 4 |
| Pages | 675–702 |
| URL | Link |
| DOI | 10.3102/00028312030004675 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
Ethnographic methods and conversation analysis were used to examine five teacher-supervisor conferences and their contexts. Related to the literature of supervision, teacher socialization, and mentoring, this report details how three teacher conference roles—passive, collaborative, and adversarial—were constructed, face-to-face and moment-by-moment. Teachers’ interactional resources are illuminated as supervisors’ presumed hegemony is reconsidered. Implications derived from this study include those for: supervision, educational leadership, school reform, teacher recruitment and placement, beginning teacher development, and action research.
Notes
