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ERIC Number: EJ1077930
Record Type: Journal
Publication Date: 2015
Pages: 17
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: ISSN-1047-6210
A Discursive Psychology Approach to the Study of Pre-Service Teachers' Written Reflections about Teacher Effectiveness
Oreshkina, Maria; Lester, Jessica Nina
Teaching Education, v26 n4 p422-438 2015
This article reports findings from a discourse analysis, informed by a discursive psychology (DP) perspective, of pre-service teachers' beliefs about teacher effectiveness as constructed in reflective papers. DP treats beliefs as discursive productions that are occasioned by an interactional task and are made visible through discursive features. Our analysis highlights the discursive features employed by pre-service teachers as they wrote about teacher effectiveness in relation to their field observations. We conclude that in their texts, the pre-service teachers went about constructing identities of knowledgeable and legitimate speakers on teacher effectiveness, particularly as they gradually gained firsthand experience via classroom observations.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A