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SUMMARY:Theorising and Analysing Markers of Sustained Change in Profession
 al Dialogues in Interventions  - Dr Anna Rainio (University of Helsinki) a
 nd Dr Riikka Hofmann (University of Cambridge
DTSTART:20190117T160000Z
DTEND:20190117T173000Z
UID:TALK118534@talks.cam.ac.uk
CONTACT:Lucian Stephenson
DESCRIPTION:Teachers in disadvantaged settings often perceive their studen
 ts to be unable to engage with new pedagogic approaches. \n\nWhile attempt
 ing new approaches commonly leads to surprise\, our research illustrates\n
 that such surprise is not sufficient for enabling sustained change in teac
 hers’ ways of thinking about their students or their pedagogic practice.
  Through analysing the development of teachers’ collaborative dialogue i
 n the context of a longitudinal pedagogic\nintervention in a disadvantaged
  school via a discursive and activity-theoretical lens\, we demonstrate th
 e nuanced ways in which teachers’ collective conceptualisations of their
  students and practice can change. \n\nWe propose a notion of ‘reflexive
  noticing’ to illustrate the kind of professional dialogue that research
 ers\, leaders and educators need to seek to foster and understand.
LOCATION:DMB GS1\, Faculty of Education\, Hills Road\, Cambridge CB2 8PH
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