Source: Teaching Education, Volume 26, Issue 4, 2015, Pages 422-438
This paper reports findings from a discourse analysis, informed by a discursive psychology (DP) perspective, of pre-service teachers’ beliefs about teacher effectiveness as constructed in reflective papers. DP treats beliefs as discursive productions that are occasioned by an interactional task and are made visible through discursive features.
The analysis highlights the discursive features employed by pre-service teachers as they wrote about teacher effectiveness in relation to their field observations. The authors conclude that in their texts, the pre-service teachers went about constructing identities of knowledgeable and legitimate speakers on teacher effectiveness, particularly as they gradually gained firsthand experience via classroom observations.