![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
This study is part of a larger longitudinal, multiphase study on the development of literacy mentoring practices that seeks to bring attention to the learning of cooperating teachers. In this paper we concentrate on how cooperating teachers (CTs) engage in responsive Critical Discourse Analysis while viewing and discussing videos of their coaching conversations with their preservice teachers (PTs). Our research was guided by the following question: In what ways do teachers engage in responsive CDA while watching videos of post-conferences between CTs and PTs with their colleagues? For our analysis, we examined the discourse turn by turn; focusing on interactional coaching moves and discourses of coaching using Fairclough's (1993, 2013) framework of genre, discourse, and style. Across the examples of responsive CDA the teachers used in Retrospective Coaching Analysis (RCA) for coaching, a process we developed based on Goodman's RMA, we found examples we identified as either deconstructive or reconstructive/positive discourse analysis. Thus, engaging in the work of both deconstructive and reconstructive CDA, teachers are developing tools to generate and rehearse new possibilities for their practice, both as teachers and as coaches. As a result, this collaborative work supports CTs as they become more integrated members of the university teacher preparation program.
Keywords Mentoring, Discourse Analysis, Literacy, Student Teachers, Video
References
Section:
|
Ballenger, C. (1999). Teaching other people’s children: Literacy and learning in a bilingual classroom. New York, NY: Teachers College Press. Google Scholar | |
|
Ballenger, C. (2009). Puzzling moments, teachable moments: Practicing teacher research in urban classrooms. New York, NY: Teachers College Press. Google Scholar | |
|
Bartlett, T. (2012). Hybrid voices and collaborative change: Contextualising positive discourse analysis. New York, NY: Routledge. Google Scholar | |
|
Bransford, J., Kinzer, C., Risko, V., Rowe, D., Vye, N. (1989). Designing invitations to thinking: Some initial thoughts. In McCormick, S., Zutell, J. (Eds.), Cognitive and social perspectives for literacy research and instruction: The thirty-eighth yearbook of the National Reading Conference (pp. 35–54). Chicago, IL: National Reading Conference. Google Scholar | |
|
Bruner, J. (1991). The narrative construction of reality. Critical Inquiry, 18, 1–21. Google Scholar | Crossref | ISI | |
|
Bucholtz, M. (2000). The politics of transcription. Journal of Pragmatics, 32, 1439–1465. Google Scholar | Crossref | ISI | |
|
Cazden, C. B. (1996). How knowledge about language helps the classroom teacher –or does it? (A personal account). In Power, B. M., Hubbard, R. S. (Eds.), Language development: A reader for teachers (pp. 87–105). Englewood Cliffs, NJ: Prentice-Hall. Google Scholar | |
|
Chandler-Olcott, K. (2002). Teacher research as a self-extending system for practitioners. Teacher Education Quarterly, 29, 23–38. Google Scholar | |
|
Clarke, A., Triggs, V., Nielsen, W. (2014). CT participation in teacher education: A review of the literature. Review of Educational Research, 84, 163–202. Google Scholar | SAGE Journals | ISI | |
|
Cochran-Smith, M., Lytle, S. L. (1992). Inside outside: Teacher research and knowledge. New York, NY: Teachers College Press. Google Scholar | |
|
Fairclough, N. (1993). Discourse and social change. Malden, MA: Polity Press. Google Scholar | |
|
Fairclough, N. (2013). Critical discourse analysis: The critical study of language (2nd ed.). London, England: Routledge. Google Scholar | |
|
Freire, P. (2009). Pedagogy of the oppressed. New York, NY: Continuum. Google Scholar | |
|
Gallas, K. (1998). Sometimes I can be anything: Power, gender, and identity in a primary classroom. New York, NY: Teachers College Press. Google Scholar | |
|
Gee, J. P. (2011). Social linguistics and literacies: Ideology in discourses. New York, NY: Routledge. Google Scholar | |
|
Goodman, Y. M., Marek, A. M. (1996). Retrospective miscue analysis: Revaluing readers and reading. Somers, NY: Owen. Google Scholar | |
|
Goodman, Y. M., Martens, P., Flurkey, A. D. (2014). The essential RMA: A window into readers’ thinking. Somers, NY: Owens. Google Scholar | |
|
Grossman, P. (2011). Framework for teaching practice: A brief history of an idea. Teachers College Record, 113, 2836–2843. Google Scholar | ISI | |
|
Halliday, M. A. K. (1994). An introduction to functional grammar (2nd ed.). London, England: Edward Arnold. Google Scholar | |
|
Hoffman, J. V., Greeter, E., Vlach, S. K., DeJulio, S. (2014, 12). Cooperating teachers coaching preservice teachers: A review of the literature. Paper presentation at the annual conference of the Literacy Research Association, Marco Island, FL. Google Scholar | |
|
Hoffman, J. V., Mosley, M., Horan, D., Russell, K., Warren, H. K., Roach, A. K. (2009). STELLAR tutoring in preservice teacher preparation: Exploring video-case support for learning to teach. In Richards, J., Lassonde, C. (Eds.), Literacy tutoring that works: A look at successful in-school, after-school, and summer programs (pp. 5–20). Newark, DE: International Reading Association. Google Scholar | Crossref | |
|
Hoffman, J. V., Maloch, B., Wetzel, M., Taylor, L., Greeter, E., Pruitt, A. A., Vlach, S. K. (2014a). Cooperating teachers coaching preservice teachers around literacy practices: A design/development study of Coaching with CARE. In Dunston, P. J., Fullerton, S. K., Cole, M. W., Herro, D., Malloy, J. A., Wilder, P. M., Headley, K. N. (Eds.), The 63rd yearbook of the literacy research association (pp. 264–280). Altamonte Springs, FL: Literacy Research Association. Google Scholar | |
|
Hoffman, J. V., Maloch, B., Wetzel, M., Taylor, L., Greeter, E., Pruitt, A. A., Vlach, S. K. (2014b). Coaching with CARE in a preservice literacy teacher education program: A design/development study. Association of Literacy Educators and Researchers Yearbook, 36, 119–138. Google Scholar | |
|
Holland, D. C., Lachicotte, W., Skinner, D., Cain, C. (2001). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press. Google Scholar | |
|
Hughes, J. E., Packard, B. W., Pearson, P. D. (1997). Reading classroom explorer: Visiting classrooms via hypermedia. In Kinzer, C. K., Hinchman, K. A., Leu, D. J. (Eds.), Inquiries in literacy theory and practices: Forty-sixth yearbook of the national reading conference (pp. 494–506). Chicago, IL: National Reading Conference. Google Scholar | |
|
Hughes, J. E., Packard, B. W., Pearson, P. D. (2000). Preservice teachers’ perceptions on using hypermedia and video to examine the nature of classroom instruction. Journal of Literacy Research, 32, 599–629. Google Scholar | SAGE Journals | ISI | |
|
Johnston, P. H. (2004). Choice words: How our language affects children’s learning. Portland, ME: Stenhouse. Google Scholar | |
|
Kinzer, C. K., Risko, V. J. (1998). Multimedia and enhanced learning: Transforming preservice education. In Reinking, D., McKenna, M. C., Labbo, L. D., Kieffer, R. D. (Eds.), Handbook of technology and literacy (pp. 185–202). Mahwah, NJ: Erlbaum. Google Scholar | |
|
Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. London, England: Routledge. Google Scholar | |
|
Luna, C., Botelho, M. J., Fontaine, D., French, K., Iverson, K., Matos, N. (2009). Making the road by walking and talking: Critical literacy and/as professional development in a teacher inquiry group. Teacher Education Quarterly, 31, 67–80. Google Scholar | |
|
Lyons, C. A., Pinnell, G. S., DeFord, D. E. (1993). Partners in learning: Teachers and children in reading recovery. New York, NY: Teachers College Press. Google Scholar | |
|
Macgilchrist, F. (2007). Positive discourse analysis: Contesting dominant discourses by reframing the issues. Critical Approaches to Discourse Analysis across Disciplines, 1, 74–94. Google Scholar | |
|
Maloch, B., Mosley Wetzel, M., Hoffman, J. V., Taylor, L., Pruitt, A., Vlach, S., Greeter, E. (2015). The appropriation of the coaching with care model with preservice teachers: The role of community. Literacy Research: Theory, Method and Practice, 64, 340–359. Google Scholar | SAGE Journals | |
|
Martin, J. (2004). Positive discourse analysis: Solidarity and change. Revista Canaria de Estudios Ingleses, 49, 179–200. Google Scholar | |
|
Masuda, A. (2012). Critical literacy and teacher identities: A discursive site of struggle. Critical Inquiry in Language Studies, 9, 220–246. Google Scholar | Crossref | |
|
Masuda, A., Ebersole, M. (2012). Beginning teachers’ study groups: A place to continue critical conversations about teaching writing. The New Educator, 8, 160–176. Google Scholar | Crossref | |
|
Miles, M. B., Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage. Google Scholar | |
|
Mosley Wetzel, M., Hoffman, J. V., Maloch, M. (2015). A video-based mentoring tool for cooperating teachers coaching preservice teachers: Supporting reflection around literacy practice. In Ortlieb, E., Shanahan, L., McVee, M. (Eds.), Video as a tool for reflection in literacy education and research (pp. 81–103). Bingley, England: Emerald. Google Scholar | Crossref | |
|
Mosley Wetzel, M., Maloch, B., Hoffman, J. V., Taylor, L., Greeter, E., Pruitt, A. A., Vlach, S. K. (2014, April). The role of dialogue in teacher mentoring and the development of preservice teachers. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA. Google Scholar | |
|
Mosley Wetzel, M., Rogers, R. (2015). Constructing racial literacy through critical language awareness. Linguistics and Education. Advance online publication. doi:10.1016/j.linged.2015.03.014 Google Scholar | |
|
Norris, S. (2004). Analyzing multimodal interaction: A methodological framework. New York, NY: Routledge. Google Scholar | |
|
Ochs, E. (1999). Transcription as theory. In Jaworski, A., Coupland, N. (Eds.), The discourse reader (pp. 167–182). New York, NY: Routledge. Google Scholar | |
|
Ochs, E., Capps, L. (2001). Living narrative: Creating lives in everyday storytelling. Cambridge, MA: Harvard University Press. Google Scholar | |
|
Phillips, A., Gallas, K. (2004). Developing a community of inquiry: The values and practices of the Brookline teacher researcher seminar. In Ballenger, C., Seminar, Brookline Teacher Researcher (Eds.), Regarding children’s words: Teacher research on language and literacy (pp. 1–11). New York, NY: Teachers College Press. Google Scholar | |
|
Rogers, R., Mosley Wetzel, M. (2014a). Critical discourse analysis: A responsive tool for teacher researchers. In Dunston, P. J., Fullerton, S. K., Cole, M. W., Herro, D., Malloy, J. A., Wilder, P. M., Headley, K. N. (Eds.), The 63rd yearbook of the literacy research association (pp. 296–207). Altamonte Springs, FL: Literacy Research Association. Google Scholar | |
|
Rogers, R., Mosley Wetzel, M. (2014b). Designing critical literacy education through critical discourse analysis: Pedagogical and research tools for teacher researchers. New York, NY: Routledge. Google Scholar | |
|
Rogers, R., Schaenen, I. (2014). Critical discourse analysis in literacy education: A review of the literature. Reading Research Quarterly, 49, 121–143. Google Scholar | Crossref | ISI | |
|
Rogers, R. , & The Literacy for Social Justice Teacher Research Group . (2005). The long haul: Professional development as social change. Language Arts, 82, 347–358. Google Scholar | |
|
Shanahan, L. E., McVee, M. B., Schiller, J. A., Tynan, E. A., D’Abate, R. L., Flury-Kashmanian, C. M.…Hayden, H. E. (2013). Supporting struggling readers and literacy clinicians through reflective video pedagogy. In Ortlieb, E., Cheek, E. H.. (Eds.), Advanced literacy practices: From the clinic to the classroom. Literacy research, practice and evaluation (Vol. 2, pp. 303–323). Bingley, England: Emerald Group. Google Scholar | Crossref | |
|
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Google Scholar | |
|
Wertsch, J. V. (1985). Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press. Google Scholar | |
|
Wertsch, J. V. (1993). Voices of the mind: A sociocultural approach to mediated action. Cambridge, MA: Harvard University Press. Google Scholar | |
|
Wortham, S. (2001). Narratives in action: A strategy for research and analysis. New York, NY: Teachers College Press. Google Scholar |
