Teacher collaborative discourse

What research tells us about teacher conversations that matter

I'm trying something different with this blog - diving deep into research that transforms how we think about professional learning. There's a companion podcast episode if you prefer to listen.

Photo by Annika Gordon on Unsplash

Today we're examining groundbreaking research that challenges conventional wisdom about teacher collaborative discourse. Published in Teaching and Teacher Education in 2020, "Taking Stock of Research on Teacher Collaborative Discourse" by Adam Lefstein, Nicole Louie, Aliza Segal, and Ayelet Becher analyzed 64 studies on teacher professional dialogue. At a time when collaborative teacher learning is increasingly emphasized in schools, this comprehensive review reveals both promising practices and concerning gaps in how we support teacher learning through conversation.

The research landscape

Let's start with a fascinating overview of what we know about teacher collaborative discourse. Of the 64 studies analyzed, three-quarters were small-scale case studies following just one or two teacher groups. These groups typically included 4-6 teachers meeting regularly.

The researchers identified six distinct types of teacher dialogue settings:

• Traditional workgroups focused on immediate teaching tasks

• Pedagogical inquiry teams investigating practice

• Lesson study groups collaboratively planning and analyzing lessons

• Video clubs analyzing recorded teaching

• Formal professional development courses

• Study groups exploring educational texts and topics

Mathematics leads the field with 21 studies, followed by language arts with 15, suggesting these subjects might offer particularly rich opportunities for teacher dialogue. However, the review suggests the principles of effective dialogue apply across disciplines.

Importantly, while many studies cite theories about workplace learning, most actually examined researcher-initiated professional development rather than natural workplace dialogue. In fact, 53% of the groups were started by researchers, and 39% were facilitated by them. This raises important questions about how findings translate to typical school settings.

Dialogue techniques that work

The review identified several specific dialogue techniques and practices that make teacher conversations truly generative for learning:

1. Problem-Revealing Discourse:
   The most productive groups used what researchers call "revealing and probing problems of practice." Horn and Little's 2010 study contrasted two groups - one that normalized and dismissed teaching challenges versus another that made problems "accessible to elaboration, reflection, and remedy." Specific techniques included:

   1. Using "I wonder..." statements to frame challenges

   2. Asking probing questions about specific teaching moments

   3. Creating structured protocols for sharing dilemmas

2. Evidence-Based Discussion:
   Vrikki and colleagues found direct correlations between evidence-based dialogue and learning depth. Effective techniques included:

   1. Citing specific student work examples

   2. Referencing recorded teaching moments

   3. Using structured reasoning patterns ("I think...because...")

3. Conceptual Bridges:
   The most powerful discussions connected classroom specifics to broader principles. Kintz's team identified specific bridging moves:

   1. Explicitly naming the general principle illustrated by a specific example

   2. Using comparison cases to highlight patterns

   3. Creating connections between practice and theory

4. Dialogic Stance Techniques:
   Several studies emphasized specific moves that promote genuine dialogue:

   1. Revoicing others' ideas before building on them

   2. Using "yes, and..." rather than "but" responses

   3. Explicitly connecting to previous comments

   4. Asking authentic questions rather than leading ones

Challenges and tensions

However, the review reveals significant challenges in implementing these techniques. Many teacher groups engage in what researchers call "serial turns" or "parallel sharing" - taking turns talking without truly building on each other's ideas. This often happens when:

• Time pressure leads to rushing through conversations

• Lack of structured protocols allows dominant voices to prevail

• Groups prioritize harmony over productive disagreement

• Facilitators lack skills in promoting deeper dialogue

Power dynamics can severely limit dialogue effectiveness. Several studies showed that when certain teachers were positioned as experts, it actually reduced meaningful discussion. The research also highlights concerning gaps between theory and practice, raising questions about how findings translate to real school contexts where teachers face time constraints and multiple competing demands.

Tips for leaders

For educational leaders working to strengthen teacher dialogue, the review offers several evidence-based recommendations:

1. Design for Dialogue:

   1. Provide structured tools and protocols for making practice public

   2. Use video recordings, student work samples, and lesson plans as concrete discussion anchors

   3. Create visual templates that scaffold evidence-based discussion

   4. Build in time for genuine exploration

2. Invest in Facilitation:

   1. Train facilitators in specific dialogue promotion techniques

   2. Help facilitators recognize and counter unproductive patterns

   3. Develop protocols for addressing power dynamics

   4. Create support systems for facilitators to improve their practice

3. Build Culture Intentionally:

   1. Address teaching's traditional isolation norms

   2. Create psychological safety through structured sharing

   3. Develop shared agreements about productive disagreement

   4. Celebrate instances of vulnerable sharing and collaborative problem-solving

Remember, the goal isn't just getting teachers talking - it's fostering the kind of dialogue that genuinely transforms teaching practice and student learning. This review shows us both the profound potential and the careful attention needed to make that happen.

Reference

Lefstein, A., Louie, N., Segal, A., & Becher, A. (2020). Taking stock of research on teacher collaborative discourse: Theory and method in a nascent field. Teaching and teacher education, 88, 102954.

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Disclosure: I use LLMs to augment my work. Email me at naquin.rod@gmail.com for more.