Waite1993
| 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
