Investigating dilemmas in teaching: towards a new form of pedagogical scholarship

Adam Lefstein, Mirit Israeli, Itay Pollak, Maya Bozo-Schwartz


This article investigates five dilemmas that emerge from analysis of a brief episode of classroom practice: issues concerning the design and management of the classroom discussion, the use of drama in teaching, teacher handling of pupil disturbances, and the advantages and drawbacks of competition. We argue that such dilemma-driven analysis is missing from current pedagogical scholarship, in which analyses tend to be theory-driven and narrower in their scope. Our aims are to (a) do justice to the richness and complexity of classroom activity and the work of teaching; (b) illustrate a means of working with representations of practice that is likely to facilitate the development of teacher professional judgment; and (c) uncover some of the central dilemmas experienced by Israeli primary teachers. The data are drawn from a sixth grade Hebrew language lesson in an Israeli state primary school.

Klíčová slova

dilemmas in teaching; whole class discussion; use of drama in teaching; competition

Celý článek:

PDF (English)


Zobrazit literaturu Skrýt literaturu

Alexander, R. J. (1995). Versions of primary education. London: Routledge.

Alexander, R. J. (2008). Towards dialogic teaching: rethinking classroom talk. Osgoodby:Dialogos.

Alexander, R. J. (2009). Towards a comparative pedagogy. In R. Cowen & A. M. Kazamias (Eds.), International handbook of comparative education (pp. 923–942). New York: Springer.

Bauman, R., & Briggs, C. L. (1990). Poetics and performance as critical perspectives on language and social life. Annual Review of Anthropology, 19, 59–88.

Berlak, A., & Berlak, H. (1981). Dilemmas of schooling: teaching and social change. London: Methuen.

Burawoy, M. (1998). The extended case method. Sociological Theory, 16(1), 4–33.

Cazden, C. (2001). Classroom discourse: The language of teaching and learning. Portsmouth: Heinemann.

Duke, N. K., & Pearson, P. D. (2002). Effective practices for developing reading comprehension. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction (pp. 205–242). Newark: International Reading Association.

Edwards, A. D., & Westgate, D. P. G. (1994). Investigating classroom talk. London: Falmer.

Gibton, D., Sabar, B., & Goldring, E. (2000). Problems of implementing decentralization policies: A conceptual framework. Educational Evaluation And Policy Analysis, 22(2), 193–210.

Graeber, D. (2008). Direct action: an ethnography. Oakland: AK Press.

Hattie, J. (2009). Visible learning: a synthesis of over 800 meta-analyses relating to achievement. London: Routledge.

Jackson, P. W. (1968). Life in classrooms. New York: Holt Rinehart and Winston.

Kohn, A. (1986). No contest: the case against competition. Boston: Houghton Mifflin.

Labaree, D. F. (2000). On the nature of teaching and teacher education: Difficult practices that look easy. Journal of Teacher Education, 51(3), 228–233.

Lampert, M. (2001). Teaching problems and the problems of teaching. New Haven: Yale University Press.

Lefstein, A. (2010). More helpful as problem than solution: some implications of situating dialogue in classrooms. In K. Littleton & C. Howe (Eds.), Educational dialogues: understanding and promoting productive interaction (pp. 170–191). Abingdon, Oxon: Routledge.

Lefstein, A., & Snell, J. (2014). Better than best practice: developing dialogic pedagogy. London: Routledge.

Loughran, J. (2010). What expert teachers do: enhancing professional knowledge for classroom practice. London: Routledge.

Maybin, J., & Tusting, K. (2011). Linguistic Ethnography. In J. Simpson (Ed.), Routledge handbook of applied linguistics (pp. 515–528). London: Routledge.

Peled-Elhanan, N., & Blum-Kulka, S. (2006). Dialogue in the Israeli classroom: Types of teacher-student talk. Language and Education, 20(2), 110–127.

Rampton, B. (2006). Language in late modernity: interaction in an urban school. Cambridge: Cambridge University Press.

Rampton, B. (2007). Neo-hymesian linguistic ethnography in the United Kingdom. Journal of Sociolinguistics, 11(5), 584–607.

Snell, J., & Lefstein, A. (in press). Some interpretive and representational dilemmas in a linguistic ethnographic analysis: Moving from "interesting data" to publishable research article. In P. Smeyers, D. Bridges, N. Burbules, & M. Griffiths (Eds.), International Handbook of Interpretation in Educational Research Methods. New York: Springer.

Vardi-Rath, E., & Blum-Kulka, S. (2005). The lesson as an asymmetric speech event: a study of the participant structure in the Israeli classroom. In I. Kupferberg & E. Olashtein (Eds.), Discourse in education: Researching educational events (pp. 385–417). Tel-Aviv: Mofer Institution.

Varenne, H., & McDermott, R. (1998). Successful failure: the school America builds. Boulder: Westview Press.

Yair, G. (2011). The code of Israeliness. Jerusalem: Keter.

Yariv, E. (2010). Positioning in classroom: Analysing teacher responses to behavioural problems. Studies in Teacher Education, 12, 9–30.


Časopis Ústavu pedagogických věd FF MU.

Výkonná redakce: Klára Šeďová, Roman Švaříček, Zuzana Šalamounová, Martin Sedláček, Karla Brücknerová, Petr Hlaďo.

Redakční rada: Milan Pol (předseda redakční rady), Gunnar Berg, Michael Bottery, Hana Cervinkova, Theo van Dellen, Eve Eisenschmidt, Peter Gavora, Yin Cheong Cheng, Miloš Kučera, Adam Lefstein, Sami Lehesvuori, Jan Mareš, Jiří Mareš, Jiří Němec, Angelika Paseka, Jana Poláchová Vašťatková, Milada Rabušicová, Alina Reznitskaya, Michael Schratz, Martin Strouhal, Petr Svojanovský, António Teodoro, Tony Townsend, Anita Trnavčevič, Jan Vanhoof, Arnošt Veselý, Kateřina Vlčková, Eliška Walterová.

Časopis vydává čtyři čísla ročně.

ISSN 1803-7437 (print), ISSN 2336-4521 (online)