Interaction in teacher communities: Three forms teachers use to express contrasting ideas in video clubs

Abstract

Interaction and the expression of contrasting ideas are thought to be important components of teacher learning communities. However, criteria for identifying beneficial interactional practices are needed. In this paper we use the tools of conversation analysis to examine mathematics teachers' expressions of contrasting ideas in a video club setting. Using turn-by-turn analyses of talk, we describe criteria for distinguishing three forms for expressing contrasting ideas – open discussion, implicit critique, and serial turns. We consider potential implications of each form for teacher learning and conclude with suggestions to help teacher communities move between the three forms.