{"title":"Patterns of meaning-making in online collaborative reflection sessions for teachers: An analysis of interactive frames and positioning","authors":"Akiko Fujii , Atsuko Watanabe , Chitose Asaoka","doi":"10.1016/j.tate.2025.105128","DOIUrl":null,"url":null,"abstract":"<div><div>Although theoretical models of reflection (Kolb, 1984; Korthagen, 1985) articulate an advanced stage of awareness, many aspects of the dynamic process of collaborative reflection remain unclear. The current study analyzes online collaborative reflection sessions among a total of five groups of 3–4 teachers over the course of two years. Three key interactional frames are identified: the Consultation Frame, the Discussion Frame, and the Think-Aloud Frame, each characterized by different positionings of the participants. The discussion frame was most conducive to moving to an advanced stage of reflection. Reframing may be crucial in attaining meaningful development of collaborative reflection sessions.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105128"},"PeriodicalIF":3.9000,"publicationDate":"2025-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching and Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0742051X25002057","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Although theoretical models of reflection (Kolb, 1984; Korthagen, 1985) articulate an advanced stage of awareness, many aspects of the dynamic process of collaborative reflection remain unclear. The current study analyzes online collaborative reflection sessions among a total of five groups of 3–4 teachers over the course of two years. Three key interactional frames are identified: the Consultation Frame, the Discussion Frame, and the Think-Aloud Frame, each characterized by different positionings of the participants. The discussion frame was most conducive to moving to an advanced stage of reflection. Reframing may be crucial in attaining meaningful development of collaborative reflection sessions.
期刊介绍:
Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.