Critical conversations in English education: Discursive strategies for examining how teacher and student identities shape classroom discourse.
Abstract
This research examined how preservice teachers in a university classroom used discourse analysis of video-recorded lessons to explore how identity markers such as race shaped classroom interactions. Findings from the study indicated that preservice teachers employed 10 different discursive strategies to engage in critical conversations. Identifying these discursive strategies offered insight into preservice teachers’ entry points for engaging in such dialogue. From that information, we offer potential narrative starters and questions that educators could use to deepen critical conversations in their English education courses.
Reference
Vetter, A., Schieble, M. & Meacham, M. (2018). Critical conversations in English education: Discursive strategies for examining how teacher and student identities shape classroom discourse. English Education, 50(3), 255-282.
Journal
English Education
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
12
Duration of Data Collection
Data Sources
- Transcriptions
- Video Recordings of Seminar Discussions
Data Analysis Tools
- Critical Discourse Analysis
Researcher Positionality
- inside (staying their own students)
Research Questions
What kinds of discursive strategies did preservice teachers use in
a university seminar to examine how identity markers shaped classroom
interactions during student teaching? By weaving together multiple
strategies in the small- and large-group discussions, preservice teachers were able to think about their practice at both local and structural levels.
Is this research question explicit from the manuscript? Yes