We explore how problem framing shapes teacher dialogue in teacher-led, school-based peer consultations. Twenty audio-recorded workgroup conversations were analyzed using a mixed-methods approach. Three different frames for presenting problems of practice were identified: teaching-, student- and classroom composition-oriented. Quantitative analyses showed associations between problem frames and the ensuing positioning of teachers as main agentive actors. In-depth qualitative analysis of two focal cases of low-teacher-agency problem frames (student- and classroom composition-oriented) revealed that psychologized discourses and attribution of responsibility to parents contributed to reduction of teacher responsibility and concomitant limited agency, and that initial problem frames were resistant to reframing.
Bibliographical noteFunding Information:
We would like to thank the teachers and the leading teachers who opened their team meetings’ doors and made this study possible. Miriam Babichenko is grateful to the Azrieli Foundation for the award of an Azrieli Fellowship.
- Mixed methods
- Problem framing
- Problems of practice
- Teacher agency
- Teacher professional discourse
- Workgroup meetings