Use this URL to cite or link to this record in EThOS:
Title: Metacommunication and listening : an enactivist study of patterns of communication in classrooms and teacher meetings in one secondary mathematics department in the UK
Author: Coles, Alf T.
ISNI:       0000 0004 2725 2056
Awarding Body: University of Bristol
Current Institution: University of Bristol
Date of Award: 2012
Availability of Full Text:
Access from EThOS:
In this dissertation, I address issues in relation to working with teachers on viewing video recordings of their own, or their colleagues' lessons and ask: how can I use video to support teacher learning? what patterns of interaction (in discussion of video clips) support teacher learning? what is the role of the discussion facilitator? I also address similar issues in relation to mathematics classrooms: how can I use video to study classroom discussion? what patterns of interaction get established and alter in a classroom over an academic year? what is the role of the teacher? I look at similarities and differences, across these two contexts. I bring an enactivist epistemological stance to this study, which took place in one secondary school in the UK. I draw out methodological implications from enactivism for the study of discussion and use the tools I develop to analyse data from year 1 of the project. In year 2, I developed alternative techniques to aid my analysis of micro-events in teacher discussions and mathematics classroom, drawing on ideas from linguistic ethnography. My first analysis of the data from teacher discussions of video, threw up five elements of the role of the discussion facilitator: setting up discussion norms; starting with reconstruction and moving to interpretation; re-watching the video; metacommenting; selecting a video clip. Bringing the more micro-techniques of analysis to the same data served to trouble the categorisation above, and I conclude that my description of practice cannot be separated from the particular context in which it took place. My analysis of data from mathematics classrooms suggests the teacher's use of explicit metacommunicative messages (metacomments) was significant in terms of establishing desired patterns of interaction. In one classroom I study, there is evidence of student metacommunication and metacognition in relation to work in mathematics lessons. I argue for a re-framing of metacognition to include the perspective of a process of becoming, as well as the development of skills. Looking across the data of teacher discussions and mathematics classrooms, I introduce the notion of a heightened listening as a description of a similarity in the roles of a discussion facilitator and teacher wanting to develop metacommunicative or metacognitive practices with others.
Supervisor: Brown, Laurinda C. Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available