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ERIC Number: EJ816233
Record Type: Journal
Publication Date: 2007-Feb
Pages: 20
Abstractor: As Provided
Reference Count: 52
ISBN: N/A
ISSN: ISSN-1361-1267
Negotiating Power and Pedagogy in Student Teaching: Expanding and Shifting Roles in Expert-Novice Discourse
Smith, Emily Remington
Mentoring & Tutoring: Partnership in Learning, v15 n1 p87-106 Feb 2007
Using a case study approach, this article examines the challenges faced by a cooperating teacher and student teacher during their collaborative planning conversations. I draw on several analytical frameworks, including sociolinguistics, speech act theory and discourse analysis, to analyze the cooperating and student teacher's efforts and struggles to negotiate shared instructional plans. Analysis of several videotaped planning conversations shows how the two teachers' conventional interpretations of their roles as expert and novice planners limited their ability to discuss different approaches to teaching English. The discussion underscores the need to improve the mentoring relationship between cooperating and student teachers by better preparing them for their expert-novice roles. I conclude that cooperating and student teachers could engage in more educative planning conversations if they broadened their understanding of their roles as expert and novice planners and of the definition of expertise itself. (Contains 3 notes.)
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
Education Level: N/A
Audience: Students; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A