Mediation of consultee's conceptual development in new teacher groups: Using questions to improve coherency

Document Type

Article

Publication Title

Journal of Educational and Psychological Consultation

ISSN

1047-4412

Volume

14

Issue

3-4

DOI

10.1207/s1532768xjepc143&4_5

First Page

281

Last Page

301

Publication Date

1-1-2003

Abstract

This qualitative study applied methods used in discourse analysis to investigate how a consultant's questioning supported the goal of group consultation to empower beginning teachers to become effective problem solvers in their work environment. The focus of the study was on the process of questioning and communicative coherency as the group evolved over the course of the school year. The participants in this study were 7 White elementary school teachers in their first year of teaching. There were 12 sessions held over an 8-month period. The investigators found evidence of a parallel process between the coordinate consultation process and coherency in consultative discourse, such that as the coordinate process developed and improved, so did the coherency of group discourse. Implications for practice, training, and future research are discussed.

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