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ERIC Number: EJ1047693
Record Type: Journal
Publication Date: 2015
Pages: 24
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: ISSN-0363-4523
Teacher Communication Concerns Revisited: Calling into Question the Gnawing Pull towards Equilibrium
Dannels, Deanna P.
Communication Education, v64 n1 p83-106 2015
This study revisits the long-standing teacher communication concerns framework originating over three decades ago. Analysis of 10 years of contemporary GTA teacher communication concerns reveals a typology of 10 concerns, which taken together construct teaching as a process of negotiating relationships, managing identities, and focusing attention. Results add depth to the original teacher communication concerns framework, yet complicate the typological distinctions that often define that framework. Specifically, results suggest that teacher communication concerns are multidimensional, multimodal, dynamic, iterative, and equilibrium-driven. Based on the results, I suggest a new metaphorical framework for teacher-training scholarship and practice.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A