Developing mentoring practices through video-focused responsive discourse analysis
Abstract
This study is part of a larger longitudinal, multiphase study on the development of literacy mentoring practices that seeks to bring attention to the learning of coop- erating teachers. In this paper we concentrate on how cooperating teachers (CTs) engage in responsive Critical Discourse Analysis while viewing and discussing videos of their coaching conversations with their preservice teachers (PTs). Our research was guided by the following question: In what ways do teachers engage in responsive CDA while watching videos of post-conferences between CTs and PTs with their colleagues? For our analysis, we examined the discourse turn by turn; focusing on interactional coaching moves and discourses of coaching using Fairclough’s (1993, 2013) framework of genre, discourse, and style. Across the examples of responsive CDA the teachers used in Retrospective Coaching Analysis (RCA) for coaching, a process we developed based on Goodman’s RMA, we found examples we identified as either deconstructive or reconstructive/positive discourse analysis. Thus, engaging in the work of both deconstructive and reconstructive CDA, teachers are developing tools to generate and rehearse new possibilities for their practice, both as teachers and as coaches. As a result, this collaborative work supports CTs as they become more integrated members of the university teacher preparation program.
Reference
Mosley Wetzel, M., Maloch, B., Hoffman, J., Taylor, L., Khan Vlach, S., & Greeter, E. (2015). Developing mentoring practices through video-focused responsive discourse analysis. Literacy Research: Theory, Method, and Practice, 64, 359-379.
Journal
Literacy Research: Theory, Method, and Practice
Analysis
Is this article part of a larger project or series of studies?
yes
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
- Southwestern United States
- Texas
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
Preservice Sample Size
6
Duration of Data Collection
Data Sources
- Audio recordings
- Transcriptions
- Video
Data Analysis Tools
- Critical Discourse Analysis
Researcher Positionality
- inside (staying their own students)
- Inside (studying their own programs)
Research Questions
In what ways do teachers engage in responsive CDA while watching videos of post- conferences between CTs and PTs with their colleagues?
Is this research question explicit from the manuscript? Yes