Oreshkina2015

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Oreshkina2015
BibType ARTICLE
Key Oreshkina2015
Author(s) Maria Oreshkina, Jessica Nina Lester
Title A discursive psychology approach to the study of pre-service teachers’ written reflections about teacher effectiveness
Editor(s)
Tag(s) Teachers, Reflection, EMCA, Discursive Psychology
Publisher
Year 2015
Language
City
Month
Journal Teaching Education
Volume 26
Number 4
Pages 422–438
URL Link
DOI 10.1080/10476210.2015.1034680
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

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Abstract

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.

Notes