Onderwijsontwerp als conversatie. Probleemoplossing in interprofessioneel overleg

Promotie: mw. J.F. van Kruiningen, 13.15 uur, Academiegebouw, Broerstraat 5, Groningen

Proefschrift: Onderwijsontwerp als conversatie. Probleemoplossing in interprofessioneel overleg

Promotor(s): prof.dr. C.M. de Glopper

Faculteit: Letteren

Contact: Jacqueline van Kruiningen, tel. 050-363 5372, e-mail: j.f.van.kruiningen@rug.nl

Onderwijsontwerp als conversatie. Probleemoplossing in interprofessioneel overleg

In current approaches to educational change and teacher learning, authentic conversation is considered an effective method for the professional development of teachers. This interactional model postulates that people construct knowledge and understanding in a collaborative manner during interactional processes. Up until now, studies in the area of teacher learning have mainly focused on the results of teacher learning processes. The interactional processes which form the foundation of these results have not been analyzed in-depth yet. With a fine-grained analysis of one conversation, Van Kruiningen shows which interactional processes take place in an educational meeting in which university teachers collaboratively solve problems with regards to a future course design.

By acknowledging each others contributions, by constructing collaborative turn completions, by evaluating, reformulating and completing foregoing turns, the participants demonstrate their orientation to alignment, collaboration and shared responsibility in this non-linear problem-solving trajectory. At the same time, they show their sensitivity with regards to each others fields of expertise in a subtle manner. Turn after turn, the participants redefine and supplement each others ideas about the course design, about student supervision and assessment.

The detailed analysis of this conversation makes the reader eyewitness of the interactional, dynamic and context-driven character of the design process. With that, a foundation is delivered for the interactional model from a discourse theoretical perspective. Conversation analytical research on the interactional machinery of the construction of shared understanding and problem solving at the workplace, can attribute to a greater insight in the working of interactional processes in (educational) change settings.