Literaturnachweis - Detailanzeige
| Autor/in | Roberts, Jo |
|---|---|
| Titel | The Relevance of Discourse Analysis of Supervisory Conferences: An Exploration. |
| Quelle | (1990), (33 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Communication Research; Conferences; Discourse Analysis; Elementary Secondary Education; Interpersonal Relationship; Language Usage; Oral Language; Speech Acts; Speech Communication; Supervisory Methods; Teacher Supervision; Verbal Communication |
| Abstract | A description of what occurs in the social context of the supervisory conference, based on the concept of conversational inference, a process by which participants assess each others' intentions and make appropriate responses, is presented in this paper. Using the illustration of a supervisor's request for teacher action that occurs in a conference, the paper explores the premise that spoken language is interpretable only in its context. A practical approach is therefore taken to study spoken discourse as a social process, examining the embedded meaning of speech acts and the listener's interpretations. Methodology involved analysis of videotape and interview transcriptions from Grimmett and Crehan's study of supervisory conference interaction. Findings suggest that given a direct or indirect request for action by the supervisor, the teacher's acceptance or rejection of the "suggestion" is partially dependent on the teacher's views of the fit between the suggestion and class needs and his or her ability to enact the suggestion. Failing to address these concerns may preclude translation of the preferred suggestion or discovered solution into action. Further examination of supervisor/teacher interaction demonstrates rules for participation. A discussion of the relevance and applications of discourse analysis for teacher development and improved supervisory practices concludes the paper. (55 references) (LMI) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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