Conference Program

Shared Reading Aloud (SRA) has been extensively studied for its equitable effects on students (Batini, 2023; Batini & Corsini, 2025). However, less attention has been paid to how this practice impacts teachers’ professional vision regarding classroom participation dynamics and equity conditions. This paper addresses this gap by analyzing 720 logbooks produced by teachers involved in structured SRA programs. The objective is to examine how teachers narrate significant episodes from their practice and how these narratives reveal the roles they assume in equity-oriented participation and transformation processes. By interpreting teachers’ written accounts as material traces of their professional vision (Goodwin, 1994) and integrating the teacher noticing framework (van Es & Sherin, 2002; van Es, 2011) with structural semiotics (Greimas & Courtés, 1979), this study proposes a three-level analytical model.

The first level focuses on the focalization of the teacher’s gaze. Logbooks are analyzed to identify which dimensions of the educational event enter the “field of visibility”: classroom climate, student interventions, text content, dialogic dynamics, and ethical reflections, among others. The goal is to reconstruct the “field of the observable” constructed by the teacher, highlighting which phenomena are systematically recorded and which remain excluded from the scene.

The second level examines the actantial configuration (Greimas, 1966) of the reports. These episodes are analyzed as relational systems to highlight how teachers distribute agency within the narrated scene: identifying who or what acts as the subject (teacher, students, or the reading device itself), what constitutes the pursued “object of value” (comprehension, participation, ethical reflection), and which elements are implicitly configured as “helpers” or “opponents” to the process.

The third level introduces a diachronic analysis of the logbooks. As the same teachers record episodes week after week, the study tracks temporal changes in both focalization regimes and actantial configurations. The evolution of these logbooks is interpreted as the potential development of a semiotic competence within the teacher’s gaze—specifically, the progressive ability to recognize pedagogically relevant events and configure them narratively.

Through this tripartite perspective, the paper proposes a replicable model for analyzing educational documentation aimed at promoting equity. The implications address both the design of logbooks as reflective tools and teacher education, fostering a professional identity capable of recognizing and valuing the participation of at-risk students.