Discourse characteristics | Literature sources |
1) Guide the group through the analysis task; 2) Maintaining a position of inquiry; 3) Stay on top of the video; 4) Support teamwork; | |
1) Cultivating Critical Discourse; 2) Encourage collaborative meaning making; 3) Support evidence-based discussions; 4) Remain open to multiple interpretations; 5) Problematize the pedagogical challenges raised in the analysis; | |
1) Teacher-led (primarily teacher-led conversations rather than outside experts); 2) Professional dialogues (discussions between teachers and researchers); 3) Focus (centered on the elements of the observation framework chosen by the teacher); 4) Evidence-based (using classroom videos to check teaching); 5) Directions (focusing on teachers’ reflections and their implications for practice) | |
1) Focus on issues related to classroom practice; 2) Involve pedagogical reasoning; 3) A rich manifestation based on practice; 4) Different viewpoints are presented and attended to; 5) Generative orientations toward students, learning, content, teaching, and practice issues; 6) Combined support and criticism | |