Socialization of a student teacher on teaching practice into the discursive community of the classroom: Between a teacher-centered and a learner-centered approach
| Authors | |
|---|---|
| Year of publication | 2019 |
| Type | Article in Periodical |
| Magazine / Source | Learning, Culture and Social Interaction |
| MU Faculty or unit | |
| Citation | |
| Web | https://www.sciencedirect.com/science/article/pii/S2210656119300510?dgcid=author |
| Doi | http://dx.doi.org/10.1016/j.lcsi.2019.05.001 |
| Keywords | Classroom management; Discourse analysis; Learner-centered approach; Student teacher; Cooperating teacher |
| Description | The purpose of this study was to investigate the socialization of a student teacher on teaching practice into the discursive community of the classroom. Discourse analysis of interviews and video recordings of classes taught by a student teacher and cooperating teacher was conducted. The results showed interpretative repertoires of classroom management of the cooperating teacher and the student teacher, where those of the student teacher are more learner-centered. However, during the teaching practice of the student teacher, the teacher-centered approach is reproduced, especially through rituals and teaching practices. The implications for undergraduate teacher education are discussed. |
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