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Abstract Title: Conversational norms in faculty communities enable and constrain opportunities to learn
Abstract: Across educator and faculty professional development efforts, there is significant momentum around building professional learning communities.  More research however is needed on how the design and emergent norms of such communities enable or constrain particular learning opportunities for educators. In this presentation, we share a comparative analysis of the conversations unfolding in two distinct faculty groups (associated with the Next Generation Physical Science and Everyday Thinking Faculty Online Learning Community project [1]). We choose to focus on moments in their video conferences when similar issues or topics arise (e.g. concerns about pacing).  By comparing these moments, we demonstrate important differences in how the instructional problem is posed and how participants interact with the problem. We illustrate how these differences open up and close off opportunities to learn [2].
[1] Work supported by NSF#1626496
[2] I. S. Horn & B. D. Kane (2015). Journal of the Learning Sciences, 24(3), pp. 373-418.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session I
Poster Number: A14
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Adriana Corrales
San Diego State Univeristy
3722 32nd st
San Diego, CA 92104
Phone: 8323637313
and Co-Presenter(s)
Chandra Turpen, Fred Goldberg, Meghan Clemons, and Edward Price