Dialogic praxis in teacher preparation: A discourse analysis of mentoring talk
Abstract
This study examined the complexities of mentoring discourse and agentive teacher preparation. I argue that such an examination is necessary to better prepare student teachers to engage agentively with the powerful status quo in schools. I begin by discussing the intersections of current thinking about mentoring and dialogue, and I describe how these intersections suggest productive avenues for analyzing mentoring discourse. I then use a conceptualization of “dialogic praxis” to look closely at one instance of mentoring talk. Finally, I suggest this study’s implications for teacher preparation research, practice, and policy.
Reference
Bieler, D. (2010). Dialogic praxis in teacher preparation: A discourse analysis of mentoring talk. English Education, 42(4), 391-426.
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
- Case study
- Qualitiative
- Self-Study
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
- student teaching placement schools
Preservice Participants
- Graduate Students
- Postgraduate teacher education programme
Preservice Sample Size
1
Duration of Data Collection
Data Sources
- artifacts
- audio memos
- Audio recordings
- email correspondence
- Interviews
- lesson plans
- Observations
- Transcriptions
Data Analysis Tools
- Discourse analysis (conversational analysis)
Researcher Positionality
- inside (staying their own students)
Research Questions
This study examined the complexities of mentoring discourse and agentive teacher preparation.
Is this research question explicit from the manuscript? Combination