Discourse Analysis as a Tool for Promoting the 'Critical Literate' VET Teacher

Autor/inn/en	Thoma, Michael; Ostendorf, Annette
Titel	Discourse Analysis as a Tool for Promoting the 'Critical Literate' VET Teacher
Quelle	In: Vocations and Learning, 11 (2018) 2, S.245-263 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thoma, Michael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-785X
DOI	10.1007/s12186-017-9188-5
Schlagwörter	Critical Literacy; Vocational Education; Teacher Education Programs; Textbooks; Longitudinal Studies; Pretests Posttests; Masters Programs; Graduate Students; Business Administration Education; Questionnaires; Discourse Analysis; Student Attitudes; Interviews; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Kritisches Lesen; Ausbildung; Berufsbildung; Textbook; Text book; Schulbuch; Lehrbuch; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Fragebogen; Diskursanalyse; Schülerverhalten; Interviewing; Interviewtechnik; Ausland; Australien
Abstract	The paper deals with the concept of 'Critical Literacy' in the context of VET teacher education. It focuses on the question of whether and how critical literacy can be developed drawing on elements of discourse research. This is illustrated by means of a higher educational setting, dealing with business administration textbook usage and research. The impact of our learning and teaching setting is illustrated via an empirical longitudinal study (three-phase pre-post design) of students doing a master's degree in business education at an Austrian university. Data were initially collected directly before and after the university seminar using a semi-standardised questionnaire (n = 54). In order to obtain an insight into the sustainable impact of our discourse analysis course on students' thought and actions, in the third phase of data collection, eight participants, who in the meantime had four months experience in VET schools as student teachers (120 h) were invited to a qualitative interview. The paper encompasses a theoretical discussion on the concept of critical literacy, applies it to the target group VET teacher students and shows empirical evidence on pros and cons of discourse analytical course design aiming at the critical literate teacher. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01