American Educational Research Journal, Vol. 33, No. 1, 193-231 (1996)
DOI: 10.3102/00028312033001193
© 1996 American Educational Research Association

Articles

Collaboration as Dialogue: Teachers and Researchers Engaged in Conversation and Professional Development

Caroline Clark, Pamela A. Moss, Susan Goering, Roberta J. Herter, Bertha Lamar, Doug Leonard, Sarah Robbins, Margaret Russell, Mark Templin and Kathy Wascha

University of Michigan

 This article, in both form and substance, seeks to reconceptualize the role of collaboration in professional development. The nature of collaboration and collaborative relationships in professional development research is reviewed, and an alternative conceptualization is offered. Because our work spans multiple sites, we are able to highlight the particularities of our experiences across sites and to contrast the individual stories of each teacher and researcher as opposed to essentializing our story into generalities about these groups. Writing about this work together required the construction of a narrative form that could incorporate and honor the voices of everyone. The story/data is presented as a Readers Theatre—a written script, based on meeting dialogues and interactions. This format highlights the problem of writing in collaborative research, as well as the differences in collaborative experiences among teachers and researchers. It also seeks to challenge traditional conceptions of the roles of teachers and researchers as theorizers about and disseminators of knowledge.

Collaborative Learning and the “Conversation of Mankind”

• Kenneth A. Bruffee
• College English, Vol. 46, No. 7 (Nov., 1984), pp. 635-652   (article consists of 18 pages)
• Published by: National Council of Teachers of English

 

 

 Technology, Pedagogy and Education

Publication details, including instructions for authors and subscription information:

http://www.informaworld.com/smpp/title~content=t716100724

Learning through on-line discussion: what are the

opportunities for professional development and what are

the characteristics of on-line writing?

Michael Hammond

 

 

University of Warwick, United Kingdom

Online Publication Date: 01 October 1998

To cite this Article: Hammond, Michael (1998) ‘Learning through on-line discussion:

what are the opportunities for professional development and what are the

characteristics of on-line writing?’, Technology, Pedagogy and Education, 7:3, 331

— 346

To link to this article: DOI: 10.1080/14759399800200041

URL: h

ttp://dx.doi.org/10.1080/14759399800200041