Search results for: Discourses
Page 1/2 15 items
The present study examined whether online discussion of the classroom challenges that preservice teachers face during the field experience can lead to problem solving and if so, how. Analysis of discussion threads related to classroom challenges revealed four distinct patterns of discourse as preservice teachers attempted to solve problems of practice. Preservice teachers used the space to link to and borrow from experts’ experiences and reflect on broader principles of teaching.
Updated: Mar. 29, 2017
The Politics of Collaboration: Discourse, Identities, and Power in a School–University Partnership in Hong Kong
This paper reports on how teacher educators from a university, acting as facilitators, supported teachers in conducting a school-based action research project as a practice of professional development in the context of reform in language assessment in Hong Kong. In particular, the article problematises how the facilitators and teachers negotiated and managed identities whilst being engaged in a collaborative action research project. A key finding was that identities were neither fixed nor finite in the context of collaboration, but were negotiated within and against a range of contextually salient discourses. A major contribution of the article lies in its examination of the complexities of negotiating identities when educators from two different institutional cultures collaborate.
Updated: Dec. 07, 2015
Against the Unchallenged Discourse of Homelessness: Examining the Views of Early Childhood Preservice Teachers
This study examines how preservice teachers perceived homelessness and children experiencing homelessness. It focuses on preservice teachers’ experiences with the dominant discourses about homelessness and addresses how early childhood educators can support preservice teachers in preparing to teach children experiencing homelessness in their future classrooms. The data showed that the images of homelessness held by the preservice teachers closely overlapped with public discourses of homelessness. The image of children as being homeless even did not exist in the conception of homelessness that the preservice teachers initially held. Their knowledge of homelessness was very limited and inaccurate, such that children experiencing homelessness and their families were initially interpreted as being dysfunctional and abnormal.
Updated: Nov. 16, 2015
“Heroic Victims”: Discursive Constructions of Preservice Early Childhood Teacher Professional Identities
This article examines the professional identities preservice early childhood teachers take up and speak into action while participating in classes focused on teaching in child care. Particular ways in which the preservice teachers talked about images of children and quality in early childhood are scrutinized for how discourses work to constitute the professional identities of preservice early childhood teachers. The findings revealed that the participants drew on a range of competing discourses available to them, through their degree, and from elsewhere to describe the work of teaching young children and teaching in child care. These competing and colliding discourses, it is argued produce an identity of preservice teachers as ‘heroic victims.’
Updated: Sep. 01, 2015
Multiculturalism in Teacher Education Institutes - The Relationship between Formulated Official Policies and Grassroots Initiatives
The current study examined the multicultural policies advocated and the actual practices in two teacher education colleges in Israel. The main findings reveal a gap between multicultural discourse and policies in two colleges, as manifested in the activity patterns of both teacher education colleges. Furthermore, the difference between the colleges in terms of multicultural discourse and practice is related to the difference in the colleges’ organizational structures and target populations. The authors recommend that there is room for grassroots developments. Finally, the authors recommend that every teacher-education institute in any multicultural country must include the topic of multiculturalism in the curricula.
Updated: Jan. 06, 2015
This article describes a school-based professional development project, which established collaboration between two teacher educators and a group of elementary public school teachers. This collaborative project was called “Book in a Bag” (BIB), which was launched this project as a way to promote curriculum integration in classrooms and at the same time to provide a venue for research. The authors used a self-study to collect data. The authors came to understand that the tensions they experienced in the BIB project were evidence of real differences between the discourses of teacher educators and teachers. The authors identified competing discourses of teachers, teacher educators, and partnership, noting paradoxes that focused on discourse-bound knowledge, discourse-driven motivation, and discourse-limited aspirations.
Updated: Nov. 25, 2013
The authors describe the dynamic discourse interactions between a teacher and her students in a third-grade science classroom. The authors focused on how the teacher and students initiate, prompt, respond, and provide feedback; use questioning and power strategies; and how questions are associated with power dynamics. Results revealed that teacher talk was twice as frequent as students’ talk; questions were primarily closed-ended and task-oriented; and students asked few questions. The teacher exercised power by keeping activities organized and conventional, and utilizing subject matter.
Updated: Mar. 21, 2013
This paper draws on the concept of experiencing to highlight a positive connection between resistance and agency. Furthermore, the article examines this connection’s potential for teachers' professional development and educational change. The paper examines teachers' discourse during a Change Laboratory intervention aimed at developing teaching practices. The article analyzes in particular the case of a teacher whose discourse shifted from critical and disruptive to constructive and agentive.
Updated: Aug. 17, 2010
The authors’ goal was to understand the contrasting discourses used by teacher educators in talking about curriculum development, on the grounds that such discourses frame interpretations that direct the implementation of teacher education as a whole. Five contrasting interpretative repertoires were found. The authors illustrate these and discuss what they imply for the development of teacher education.
Updated: Aug. 17, 2010
Discrimination, Performance and Recuperation: How Teachers and Pupils Challenge and Recover Discourses of Sexualities in Schools
This article seeks to examine the ways in which a heteronormative discourse dominates the practice and policies of schools in respect of sexualities. The response of the dominant discourse is to reassert its control, closing down such performance and re-emphasising old normativities. However, in this complex and messy expression of sexualities in schools identities are changed for all.
Updated: May. 09, 2010