Capturing Teachers’ Collaborative Talk Patterns in an Interdisciplinary Lesson Study: A Social Epistemic Network Signature Approach

Recent years, the use of interdisciplinary lesson study has garnered significant recognition, especially in the context of advocating interdisciplinary education. Nevertheless, there is a lack of research on the procedural mechanism of how interdisciplinary lesson study is conducted. As teachers’ collaborative talk gains attention, the framework of Pedagogically Productive Talk (PPT) has been established to facilitate the analysis of this discourse, with dialogue serving as procedural data that facilitates a deeper understanding of collaborative patterns among teachers. Utilizing the Social Epistemic Network Analysis (SENS) approach, this study examined 12 student teachers and 3 faculty members’ collaborative talk patterns with regards of the interactive processes and epistemic patterns in an offline interdisciplinary lesson study. Quantitative analysis revealed active and diverse cross-disciplinary teacher interaction, and cognitive characteristics demonstrate the practical problem identification and resolution in different groups. Besides, although the interdisciplinary lesson study focused on practical problem identification and resolution, there were distinctive interaction characteristics in different stages.