Transforming practice: Changing patterns of participation in post-observation meetings

Camilla Vásquez, Randi Reppen

Research output: Contribution to journalArticle

16 Citations (Scopus)

Abstract

Reflective models of supervision have shifted the emphasis from teaching observations as primarily evaluative events to events intended to promote teachers' reflective practice. This paper presents a longitudinal action research study investigating post-observation interactions between language teachers and their supervisors in an American university English Programme. The longitudinal design, data collection and analysis were ongoing and recursive, allowing each to inform the other at various stages of the study. The authors/researchers were also the supervisors/participants in the study, and were interested in improving existing practices based on an analysis of available data. A preliminary analysis revealed that the supervisors produced the majority of the talk in the meetings and that the teachers were more passive. Focussing primarily on data from four teacher/supervisor pairs from two semesters, we describe how this study enabled supervisors to become aware of the linguistic and interactional subtleties of their practices in post-observation meetings. We then illustrate how supervisors changed the meeting dynamics from supervisor-centred to more teacher-centred. We describe changes in the distribution of talk and discuss how and why these changes took place. We also illustrate important changes in the ways that teachers were positioned by supervisors in the opening of meetings.

Original languageEnglish (US)
Pages (from-to)153-172
Number of pages20
JournalLanguage Awareness
Volume16
Issue number3
DOIs
StatePublished - Jan 1 2007

Fingerprint

participation
teacher
teaching observation
event
action research
semester
supervision
Participation
Supervisors
data analysis
linguistics
university
interaction
language
Interaction

Keywords

  • Action research
  • Corpus-based analysis
  • Discourse analysis
  • Institutional discourse
  • Post-observation meetings
  • Teacher supervision

ASJC Scopus subject areas

  • Education
  • Language and Linguistics
  • Linguistics and Language

Cite this

Transforming practice : Changing patterns of participation in post-observation meetings. / Vásquez, Camilla; Reppen, Randi.

In: Language Awareness, Vol. 16, No. 3, 01.01.2007, p. 153-172.

Research output: Contribution to journalArticle

@article{59c8347b75a744b0a93c13015373f4c5,
title = "Transforming practice: Changing patterns of participation in post-observation meetings",
abstract = "Reflective models of supervision have shifted the emphasis from teaching observations as primarily evaluative events to events intended to promote teachers' reflective practice. This paper presents a longitudinal action research study investigating post-observation interactions between language teachers and their supervisors in an American university English Programme. The longitudinal design, data collection and analysis were ongoing and recursive, allowing each to inform the other at various stages of the study. The authors/researchers were also the supervisors/participants in the study, and were interested in improving existing practices based on an analysis of available data. A preliminary analysis revealed that the supervisors produced the majority of the talk in the meetings and that the teachers were more passive. Focussing primarily on data from four teacher/supervisor pairs from two semesters, we describe how this study enabled supervisors to become aware of the linguistic and interactional subtleties of their practices in post-observation meetings. We then illustrate how supervisors changed the meeting dynamics from supervisor-centred to more teacher-centred. We describe changes in the distribution of talk and discuss how and why these changes took place. We also illustrate important changes in the ways that teachers were positioned by supervisors in the opening of meetings.",
keywords = "Action research, Corpus-based analysis, Discourse analysis, Institutional discourse, Post-observation meetings, Teacher supervision",
author = "Camilla V{\'a}squez and Randi Reppen",
year = "2007",
month = "1",
day = "1",
doi = "10.2167/la454.0",
language = "English (US)",
volume = "16",
pages = "153--172",
journal = "Language Awareness",
issn = "0965-8416",
publisher = "Routledge",
number = "3",

}

TY - JOUR

T1 - Transforming practice

T2 - Changing patterns of participation in post-observation meetings

AU - Vásquez, Camilla

AU - Reppen, Randi

PY - 2007/1/1

Y1 - 2007/1/1

N2 - Reflective models of supervision have shifted the emphasis from teaching observations as primarily evaluative events to events intended to promote teachers' reflective practice. This paper presents a longitudinal action research study investigating post-observation interactions between language teachers and their supervisors in an American university English Programme. The longitudinal design, data collection and analysis were ongoing and recursive, allowing each to inform the other at various stages of the study. The authors/researchers were also the supervisors/participants in the study, and were interested in improving existing practices based on an analysis of available data. A preliminary analysis revealed that the supervisors produced the majority of the talk in the meetings and that the teachers were more passive. Focussing primarily on data from four teacher/supervisor pairs from two semesters, we describe how this study enabled supervisors to become aware of the linguistic and interactional subtleties of their practices in post-observation meetings. We then illustrate how supervisors changed the meeting dynamics from supervisor-centred to more teacher-centred. We describe changes in the distribution of talk and discuss how and why these changes took place. We also illustrate important changes in the ways that teachers were positioned by supervisors in the opening of meetings.

AB - Reflective models of supervision have shifted the emphasis from teaching observations as primarily evaluative events to events intended to promote teachers' reflective practice. This paper presents a longitudinal action research study investigating post-observation interactions between language teachers and their supervisors in an American university English Programme. The longitudinal design, data collection and analysis were ongoing and recursive, allowing each to inform the other at various stages of the study. The authors/researchers were also the supervisors/participants in the study, and were interested in improving existing practices based on an analysis of available data. A preliminary analysis revealed that the supervisors produced the majority of the talk in the meetings and that the teachers were more passive. Focussing primarily on data from four teacher/supervisor pairs from two semesters, we describe how this study enabled supervisors to become aware of the linguistic and interactional subtleties of their practices in post-observation meetings. We then illustrate how supervisors changed the meeting dynamics from supervisor-centred to more teacher-centred. We describe changes in the distribution of talk and discuss how and why these changes took place. We also illustrate important changes in the ways that teachers were positioned by supervisors in the opening of meetings.

KW - Action research

KW - Corpus-based analysis

KW - Discourse analysis

KW - Institutional discourse

KW - Post-observation meetings

KW - Teacher supervision

UR - http://www.scopus.com/inward/record.url?scp=51249159191&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=51249159191&partnerID=8YFLogxK

U2 - 10.2167/la454.0

DO - 10.2167/la454.0

M3 - Article

AN - SCOPUS:51249159191

VL - 16

SP - 153

EP - 172

JO - Language Awareness

JF - Language Awareness

SN - 0965-8416

IS - 3

ER -