Source: http://www.qualitative-research.net/index.php/fqs/article/view/3073/4341
Timestamp: 2019-04-25 14:54:21+00:00

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Abstract: In studies of professional praxis and learning communities, the dominant focus has been placed on the analysis of cooperative interactions and the establishment of common goals. I propose adopting the broader BAKHTINIAN perspective of dialogue as a category of analysis for sociocultural practices in professional communities, considering the multilevel (polyphonic) references of such practices to individual and collective experiences. In this methodological inquiry, I obtained examples from research conducted with teachers engaged in a school tutoring program aimed at developing new forms of individualized education (Wrocław/Poland, 2008-2016).
This result in itself is not surprising. Dialogicity is regarded as an inherent and core feature of pedagogy (LAMPERT-SHEPEL, 2012; LITTLETON & HOWE, 2010; MATUSOV, 2009; WEGERIF, 2007).
In the subsequent reflecting interpretation, attention turns to the documentary meaning. Mannheim suggested that researchers switch from answering the question of "what" is expressed in the text to the questions of "how" meanings arise in the utterance and how they are used (MANNHEIM, 1952a [1921-1922], pp.67-68).
I propose to pose the following question: Where are the "different views" manifested? I attempt further, in the first stage of reflecting analysis, to uncover further layers of meaning, now taking as a point of departure, not the literal utterance itself (46) but its polyphonic meaning, which we have already uncovered in the utterance chain (46-49). I take this meaning (46-49) as a proposal and the next utterance (50-51) as a reaction. Despite the perceived differences in views of tutoring, the first tutors undertook training. There was no conclusion, however, since the moderator (Mf1) interrupted with a question about the number of classes in which the first tutors, simultaneous with their training, undertook tutoring. Teacher Ff3 did not have a ready answer ("I don't remember") and transposed the moderator's question into a question to the group as a whole: "Who can remember?" (53) The teachers addressed this question together and attempted to recall the number of classes by analyzing the manner in which the tutoring was organized. As a result, Ff3 deduced a number but stipulated that it was only an assumption, stating, "but-. I don't remember" (60). This reaction indicates that it is not the organizational aspect that is involved in the expressed "foreignness" of the tutoring method presented in the program and learned in the training session. The organizational perspective, introduced by the moderator, proves to be a cul-de-sac since its conclusion is the lack of a conclusion and an interruption of the thread: "(.) If-" (61).
The within-case comparative analysis documents a polyphonic meaning resulting from reference to the reflected meanings scattered throughout the text (Fig. 2). In the selected text, there are reflected different meanings, resulting from the entire seven-year history of tutoring work at school F, where eventually tutoring was provided to almost all (95%) of the students.
In research practice, even at the level of formulating interpretation, text may be simultaneously divided in several ways. This division often becomes clear in the work of a team of researchers who propose dividing the thematic threads in different manners and with different degrees of preciseness. In the text, moreover, diverse thematic threads overlap. In the first reflecting analysis, the researchers also uncover alternative suggestions for the interpretation of chains as proposal–reaction–conclusion. In research practice, the interpreter can return to a fragment of text after the second reflecting interpretation, and in light of the completed analyses, note further possibilities of dividing the text and analyzing the discourse—diverging from those drawn in the first, reflecting reinterpretation. The comparative analysis then also justifies the reading in the text of asynchronous connections, with which the reaction precedes the proposal in time. It can be asked here which of the divisions and references was most appropriate. In the double-voiced perspective, however, I propose to decline to answer this question and instead pose another: What meaning is documented in the combination of different readings and threads in the text? The overlapping of meanings opens up a space for the interpretation of double-voiced discourse (Fig. 3).
The research was financed under the OPUS 8 competition by the National Science Centre in Kraków as a research project "The relationality of collective and individual action patterns in the teacher-tutor role: Professional development in the binary activity system" (no. 2014/15/B/HS6/03116, performed August 2015–March 2018 at the University of Lower Silesia in Wrocław). I would like to thank Agnieszka ZEMBRZUSKA, Ph.D., for coordinating the surveys at the schools, and Ph.D. students at ULS for their assistance in moderating the 64 interviews.
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Sławomir KRZYCHAŁA, Ph.D., is an assistant professor in the Faculty of Education at the University of Lower Silesia, Wrocław, Poland. The principal research fields include educational practices, sociocultural transformations of the learning environment, professional development of educators, the methodology of documentary interpretation, and the application of qualitative methods (interviews, photographic and film reportage, observation, lesson study) in participative research.
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