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ERIC Number: EJ1119693
Record Type: Journal
Publication Date: 2015-Nov
Pages: 20
Abstractor: As Provided
ISSN: ISSN-2381-3369
Developing Mentoring Practices through Video-Focused Responsive Discourse Analysis
Mosley Wetzel, Melissa; Maloch, Beth; Hoffman, James V.; Taylor, Laura A.; Vlach, Saba Khan; Greeter, Erin
Literacy Research: Theory, Method, and Practice, v64 n1 p359-378 Nov 2015
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 cooperating 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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A