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ERIC Number: EJ1003546
Record Type: Journal
Publication Date: 2013-Jun
Pages: 18
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0898-5898
Supervisor-Student Teacher Interactions: The Role of Conversational Frames in Developing a Vision of Ambitious Teaching
Long, Jennifer J.; van Es, Elizabeth A.; Black, Rebecca W.
Linguistics and Education: An International Research Journal, v24 n2 p179-196 Jun 2013
In the context of current mathematics and science education reform, teachers are challenged to develop a vision of ambitious instruction (NRC, 2001; Windschitl, Thompson, & Braaten, 2011). This exploratory study examined the discourse of student teacher supervision, focusing on how the conversational frames of supervisors and student teachers influenced the way that student teacher practice was discussed. Analysis of four transcripts of post-observation meetings revealed three conversational frame types that influenced the effectiveness of the interactions: Educative, Supportive, and Evaluative. Analysis of talk-in-interaction provided a lens to examine the ways that supervisor-student teacher interactions can create productive learning opportunities while also illuminating the challenges in doing this work. Findings also suggest that the interaction of frame type influenced the outcome of the conversation, indicating that supervisors and student teachers may be able to negotiate frame alignment, leading to an educative experience. (Contains 4 tables.)
Elsevier. 3251 Riverport Lane, Maryland Heights, MO 63043. Tel: 800-325-4177; Tel: 314-447-8000; Fax: 314-447-8033; e-mail: JournalCustomerService-usa@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A