NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ819681
Record Type: Journal
Publication Date: 2006-May
Pages: 24
Abstractor: As Provided
Reference Count: 38
ISSN: ISSN-1361-1267
Examining Interaction in the Teaching Practicum: Issues of Language, Power and Control
Hyland, Fiona; Lo, Margaret M.
Mentoring & Tutoring: Partnership in Learning, v14 n2 p163-186 May 2006
This study examines the post-observation interactions between six English as a Second Language (ESL) student teachers and their university tutors during their teaching practicum in Hong Kong. Data consist of interviews with university tutors, transcriptions of recorded conferences and stimulated recall interviews with student teachers. Case studies of two student teachers are used to examine the impact of the tutors' feedback and to highlight the way that the student teachers' response is affected by the power relations involved in the dialogue. The article also considers some areas in which miscommunication occurred between tutors and student teachers and discusses possible reasons for this. (Contains 9 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A