Post-Observation Conferences with Bilingual Pre-Service Teachers: Revoicing and Rehearsing

Autor/inn/en	Wall, Dorothy J.; Hurie, Andrew H.
Titel	Post-Observation Conferences with Bilingual Pre-Service Teachers: Revoicing and Rehearsing
Quelle	In: Language and Education, 31 (2017) 6, S.543-560 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2017.1340481
Schlagwörter	Bilingual Teachers; Preservice Teachers; Preschool Teachers; Observation; Urban Schools; School Districts; Professional Identity; Student Teaching; Bilingual Education; Accountability; Case Studies; Placement; Qualitative Research; Discourse Analysis; Guidelines; Classroom Communication; Coding; Hispanic American Students; Spanish; Language Usage; Creative Activities; Social Status; Language Attitudes; Texas + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Beobachtung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Teaching practice; Unterrichtspraxis; Bilingual teaching; Bilingualer Unterricht; Verantwortung; Case study; Fallstudie; Case Study; Betriebspraktikum; Praktikum; Qualitative Forschung; Diskursanalyse; Richtlinien; Klassengespräch; Codierung; Programmierung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Spanisch; Sprachgebrauch; Sozialer Status; Sprachverhalten
Abstract	Pre-service teachers need support in developing their teacher identities as they navigate the uncertain and complex terrain of student teaching and face the pressures of high-stakes accountability. This support is particularly important for bilingual pre-service teachers as they negotiate the many complexities of the bilingual classroom, and as their emergent bilingual students often encounter hostile and subtractive school environments, brought to the fore in this post-election moment. Previous research has shown that critical reflective spaces like those found in post-observation conferences are helpful, but few studies have examined the nature of these interactions. In this multicase study of three Latinx bilingual pre-service teachers in early childhood student teaching placements in one urban district in Texas, we, in our dual role as researchers and university facilitators, utilized a Bakhtinian framework to conduct a qualitative discourse analysis of post-observation conferences during the Spring 2015 semester. Findings revealed the conferences as dialogic and supportive spaces where bilingual pre-service teachers and their university facilitators revoiced and rehearsed classroom interactions in complex and dynamic ways, contributing to participants' abilities to author themselves as successful teachers. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01