Reproducing Figured Worlds Of Literacy Teaching And Learning: Examining The “Language-In-Use” Of An Inservice And Preservice Teacher Enacting The Practice Of Literacy Planning

Keywords

Critical discourse analysis; figured worlds; figured worlds; literacy planning; literacy teacher education; pedagogical content knowledge; teacher education; teacher preparation

Abstract

There are international calls for teacher preparation programs to increase the quantity and quality of field experiences. The belief is that spending additional time in the field being mentored by inservice teachers will develop high-quality preservice teachers. However, the figured worlds of teacher education and the knowledge base of inservice teachers are largely left unexamined. This study took place within an urban Professional Development School and used critical discourse analysis to examine the “language-in-use” between one inservice teacher and one preservice teacher as they engaged in the planning of a literacy lesson. The authors identified the figured worlds of teacher, literacy teaching and learning, and mentoring, as interpreted from this discourse event. Findings include figured worlds of (1) teacher as the giver and withholder of knowledge; (2) literacy teaching and learning that appears inauthentic, contrived, and teacher centered; and (3) an understanding of mentoring as inservice teacher as giver of knowledge and preservice teacher as receiver. Implications for teacher education and teacher educators are discussed.

Publication Date

2-1-2017

Publication Title

Action in Teacher Education

Volume

39

Issue

1

Number of Pages

67-84

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1080/01626620.2016.1245635

Socpus ID

85017527155 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/85017527155

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