Search results for: Discourse analysis
Page 1/5 42 items
Teacher Face-Work in Discussions of Video-Recorded Classroom Practice: Constraining or Catalyzing Opportunities to Learn?
Classroom videos can make instructional practice public, cultivating collaborative, critical teacher discussions. However, video-based learning also involves a risk—the risk of hurting one’s own or a colleague’s public image, or face. In this study, the authors investigate the role of face threat and face management in teacher professional learning in 16 cases of video-based discussions in six school-based teacher teams. They present findings about the prevalence of face-work, which inhibits or mitigates face threat, as well as an account of various face-work strategies. They illuminate the role face-work plays in shaping opportunities for teacher learning, by analyzing in detail one video-based discussion. This linguistic ethnographic analysis suggests that face threat and face-work in video-based learning are inevitable and have the potential to both catalyze and constrain productive pedagogical discourse. The study demonstrates the critical role of face-work in video-based teacher learning, and the feasibility of investigating it.
Updated: Jun. 18, 2020
This paper presents an analysis of teacher professional standards from five of the most culturally diverse nations in the English-speaking world. The authors examine how culturally and linguistically diverse learners and culturally responsive pedagogy are positioned, and what the standards stipulate teachers should know, and be able to do, in fulfilling their professional obligations. Based on this analysis, the authors conclude that the teacher professional standards do not acknowledge, let alone make explicit, the complex and specific knowledge and skills needed for culturally responsive teaching.
Updated: Jul. 11, 2018
The Work of the Teacher-educator in Australia: Reconstructing the “Superhero” Performer/Academic in an Audit Culture
This article draws on interview data with Deans/Heads of Schools of Education in the Australian context to explore the question: How is the teacher-educator produced as a category of academic worker? Using critical approaches to discourse analysis, it presents two interlocked storylines woven with varying emphasis through the interviews. First, the teacher-educator is produced as a superhero researcher and teacher, elevated by the expectations of the Excellence in Research for Australia audit/surveillance tools. Second, there is a concomitant struggle to reconcile pressure to research with commitment to meeting the needs of schooling systems, and to addressing the work of the teacher-educator in ethical terms.
Updated: Jul. 04, 2017
A Discursive Psychology Approach to the Study of Pre-service Teachers’ Written Reflections about Teacher Effectiveness
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.
Updated: Mar. 22, 2017
A Discourse Analytic Approach to Video Analysis of Teaching: Aligning Desired Identities With Practice
This article presents findings from a qualitative study of an experience that supports teacher candidates to use discourse analysis and positioning theory to analyze videos of their practice during student teaching. Using case study methods for data generation and analysis, the authors demonstrate how one participant used the analytic tools to trace whether and how she enacted her preferred teacher identities during student teaching.
Updated: Oct. 05, 2016
Becoming a Teacher Educator: The Multiple Boundary-Crossing Experiences of Beginning Teacher Educators
This paper reports on a qualitative study that investigated the identity construction experiences of one group of beginning English language teacher educators in Hong Kong. Drawing upon a theoretical framework that incorporates both identity- in-practice and identity-in-discourse, a narrative approach was adopted to examine participants’ identity trajectory as they crossed multiple boundaries from language learners, to language teachers, to language teacher educators. The study suggests that the challenges teacher educators faced at different stages of their professional identity construction reflected the negotiation of past experiences, future ideals, competency, agency, and marginalization.
Updated: Jan. 27, 2016
The authors engage in a collaborative inquiry illustrative of a dialogical process of meaning making addressing the future of teacher education in times marked by uncertainty, intense public and political scrutiny, changing policy, and imposed learning standards. They urge teacher education programs and teacher educators to reclaim their crucial role in driving education discourses rather than submitting to mandates based on flawed ideological assumptions about teaching, learning, children, and communities. By critiquing and problematizing minimalist and flawed assumptions driving education policy, teacher education programs can shift the focus back to advocating for what is relevant and meaningful to the communities they serve.
Updated: Sep. 01, 2015
Reflexive Professionalism: Reclaiming the Voice of Authority in Shaping the Discourses of Education Policy
This article examines who counts as an “authority to speak” on professionalism in the educational field. This article uses Foucauldian archaeology as a rigorous method to examine the shaping of discourse and acknowledges other writers who have ventured into Foucault’s toolbox to borrow one or two of his gadgets. Then the archaeological method is utilised to overview significant voices of authority from the enunciative field of professionalism and professional standards, the latter now a key strategy globally for enhancing professionalism. The authors conclude by arguing that policy needs to utilise such trustworthy evidence by listening to teachers’ and academics’ voices for a “new” and “enacted” reflexive professionalism.
Updated: Jun. 17, 2015
Equity: Policy Rhetoric or a Matter of Meaning of Knowledge? Towards a Framework for Tracing the ‘Efficiency–Equity’ Doctrine in Curriculum Documents
This article focuses on exploring the perspective of equity in curriculum. From a background of understanding curriculum as embedded in wider transnational policy movements, the author suggests a framework for exploring the trajectories between equity policy and different types of curricula with implications for what counts as knowledge. The results suggest that the technical form of the curriculum can have determining effects on the meaning of knowledge acquisition and that the capabilities approach offers an important frame of analysis for understanding how different aspects of equity are included or excluded in curriculum.
Updated: Apr. 14, 2015
University Autonomy, Agenda Setting and the Construction of Agency: The Case of the European University Association in the European Higher Education Area
This paper analyses the ways in which a policy actor constructs its agency through the production of knowledge. It offers a contribution to the debate aiming to develop a more critical perspective on the development of the European Higher Education Area, which sees the process as constituted through the activities of, and the negotiations between, different political actors.
Updated: Apr. 14, 2015