Teacher-Talk: Supporting Teacher Practice.

Abstract

Teacher-talk is a key tool for engaging students in learning. This report examines a process whereby data was used to support teachers in reflecting on their teacher-talk. The context for the study was a small rural New Zealand area school with predominantly Maori students and staff. Emphasis was on strategies that engage, in particular, Maori students. Analysis showed that a combination of data analysis and anecdotal reflection are, in combination, powerful tools for teacher development and change. Mixed methods observations in three participant-teachers’ classrooms were followed up with professional learning discussions. The combination of quantitative and qualitative methodologies proved a strong base for co-constructed reflection and goal-setting. It was clear, through the process used, that Resource Teachers: Learning and Behaviour (RTLB) can provide personalised teacher-directed professional development, using the inquiry model as a framework.