Trust in teacher conversations: A case study of using a fine tuning protocol in an international school

Marlon Man Loon NG

Research output: ThesisDoctoral Thesis

Abstract

The purpose of this study is to explore the development of trust from a teacher’s conversation in a professional learning community context. It uses the theoretical framework of Tschannen-Moran (2014) to define trust; this framework states that trust consists of 5 facets: benevolence, reliability, competence, honesty, and openness. This study also uses Adams’ (2008) theoretical framework, which posits a feedback loop mechanism for building trust. This research analyzes seven international school teachers in Hong Kong who provided feedback to a colleague. A facilitator guided this collegial feedback session using the Fine Tuning Protocol procedure. The data from this single case study was gathered and analyzed from 2 sources. The video of the Fine Tuning Protocol session was transcribed and studied using Conversation Analysis (CA) methods. In addition, interviews were conducted with all participants and coded for themes, and 5 insights resulted from the analysis of this data. These insights produced 2 thematic findings: first, trust is built by participants discerning reliability in the Fine Tuning Protocol process; second, international teachers’ professional identity affects their vulnerability or openness in sharing with their colleagues. These 2 thematic findings led the researcher to recommend future actions for international school administrators and teachers. All rights reserved.
Original languageEnglish
Publication statusPublished - 2018

Fingerprint

conversation
teacher
school
Second International
conversation analysis
Hong Kong
vulnerability
video
interview
learning
community

Keywords

  • International teachers
  • Professional learning communities
  • Protocol
  • Trust
  • Teachers -- Professional relationships
  • Theses and Dissertations
  • Thesis (Ed.D.)--The Education University of Hong Kong, 2018.