Introduction

1. An Integrative Analytical Framework for Responsive Professional Development: A Bakhtinian and Activity Theory Perspective Sara Salloum1and SaoumaBouJaoude21American University of Beirut, Beirut, Lebanon2University of Balamand, Koura, Lebanon

2. Introduction • Professional and learning development (PD) enhance student achievement and improve schools • Yet, little consensus exists on how PD works and how it promotes teacher learning and practices (Kennedy, 2016). • Considerable research exists on characteristics of effective professional development • Yet, motivation and complex needs may hinder PD effectiveness around multilayered issues (Guskey, 2002)

3. Language in Science Classrooms • Sociocultural perspectives emphasize the importance of classroom interactions on the social and academic life of classrooms (Aguiar, Mortimer, & Scott, 2010). • Multilingual classroom involve deployment of different languages in addition to other modalities to support science learning. • Providing targeted and meaningful PD in multilingual settings can be challenging due to intersection of various macro and micro ideological and practical aspects.

4. Purpose: This methodological paper aims to: • Develop an integrative analytical framework based on Bakhtinian perspective and cultural historical activity theory (CHAT) that examines micro and macro aspects of language in science classrooms. • Present a responsive model of correspondence among emergent contradictions from CHAT and PD activities likely to effect changes at practice and system levels

5. Theoretical Framework: CHAT An activity system (taken as the unit of analysis) is a collective purposeful activity: • Subject(s) attempt to achieve an Object shared by a community. • Subjects use Instruments and mediating artifacts (e.g., symbolic tools, language) to attain the object • Responsibilities are designated among community members (Division of Labor), • Within the social cultural context, explicit and implicit regulations, norms, and conventions (Rules) are adhered to. ESERA 2017 Analytical Framework

6. Mediating Artifacts(Material, resources and symbolic tools) Subject(e.g., Science teacher) Outcome(Student learning outcomes) Object(Learning) Rules (School and national polices and socio-cultural norms) Division of Labor (Among School Community members) Community (School Community) Figure 1: The classroom as an activity system

7. Theoretical Framework • CHAT provides conceptual tools for understanding: • Interactions • Multiple perspectives • Networks of interacting activity systems • Dialectical tension or contradiction within systems • Contradictions are resolved by individuals transformingsocial realities and themselves through an ongoing culturally and historically situated process (Engeström, 1993; Engeström, 2001; Roth & Lee, 2010). • Hence, relevance of framework for responsive PD

8. Theoretically, the framework integrates a Bakhtinian perspective and cultural historical activity theory (CHAT) Emergent Contradictions from CHAT inform PD

9. Methodological Implications of integrative framework

10. Empirical Methods • Data was collected from five middle school classrooms to examine varieties across systems of different SES levels: • Diversity of language needs • Differences in school resources

11. Data Sources and Levels of Analysis

12. Level A Analysis: Modified Mortimer and Scott’s (2003) Framework on Dialogicity in Classroom Interactions

13. Illustrative Results how can Data inform PD?

14. Private Schools

16. Symbolic Tools: Global Language • Communicative approach • Content: Expression and Comprehension • Action Verbs used in national exams • Textbooks • Interactive whiteboards Rural Private School Predominance of Factual Knowledge Science Teacher Learning chemistry content & passing • Students: Prepare, study, learn content & new terms • Science teachers: Prepare lessons for learning; prepare students for exam • Coordinator: Check covering of curriculum and teaching methods • Principal: checks implementation of language use policy and test scores- Parents: Help with homework • Language-in-Education Policy • School rules & policy on language use • Students: Lebanese • Teachers • Coordinator • Principal • Parents

17. Contradictions in Rural Private School

18. A Model of Correspondence: Contradiction Categories and Professional Development

19. Contradiction Categories in 1st generation CHAT

20. Individual and System Capacity Building the SYSTEM’s capacity for change Building “subject” capacity: knowledge, skills and P-M Knowledge

21. Theories of Action: Responsive targeted professional development • Kennedy’s (2016) “theories of action” framework characterizes PD activities based on two aspects: • Teaching problem: The area of teaching the PD aims to inform • Enactment facilitation methods: Ways they help teachers enact the new knowledge and skills

22. PD to Potentially Resolve Contradictions Building “subject” capacity: knowledge, skills and P-M Knowledge Building the SYSTEM’s capacity for change

23. Sample Needs Analysis and Corresponding PD Active Methods Translanguaging Active Methods Translanguaging Active Methods Active Literacy Strategies NARST 2018

24. Conclusion • The aim wasnot to simplify complex phenomena, however, we attempt to ‘organize’ some aspects of complexity that guide responsive action on: • Building teachers and systems’ capacity • Providing well-designed PD activities typified by situational awareness

25. Potentially shared object • The integrative analytical framework allowed: • Comparing areas of contradictions and congruence among schools • Categorizing contradictions for deliberate courses of action

26. Characteristics of Effective TPD: Mode of Delivery

27. Characteristics of Effective TPD: Content of Training