Facilitating The Development Of Preservice Teachers’ Pedagogical Content Knowledge Of Literacy And Agentic Identities: Examining A Teacher Educator'S Intentional Language Choices During Video-Mediated Reflection

Keywords

Agency; Literacy; Pedagogical content knowledge; Preservice teacher; Video-mediated reflection

Abstract

This study examined a possible way of facilitating the development of PSTs PCK and agentic identities through video-mediated, guided reflection on literacy field experiences. Particularly, this study examined the intentional language use of a teacher educator as she engaged in dyadic reflection conversations with 26 PSTs. The questions guiding this study were (1) What discursive practices open spaces for PSTs to rehearse/develop both PCK and agentive identities? (2) What particular phrases does a teacher educator use to open such spaces? Positive Discourse Analyses revealed three distinct dialogic patterns that opened spaces for the PSTs to rehearse/develop both PCK and agentive identities.

Publication Date

8-1-2017

Publication Title

Teaching and Teacher Education

Volume

66

Number of Pages

33-46

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1016/j.tate.2017.03.012

Socpus ID

85017546643 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/85017546643

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