Preservice Teachers' Metadiscourse—for Sociocultural, Communicatively Rich, and Effective Instructional Rhetoric and Praxis

• In Event: 54.081 - Poster Session 11
  In Poster Session: 54.081-4 - Teachers and Teaching: Understanding the Social and Cultural Context

Abstract

The study examined pre-service teachers’ instructional metadiscourse in interplay with discourse proper in small-group micro-teaching. 37 student-teachers’ performances were analyzed from three classes in teaching-and-learning theories, which promulgated effective teaching strategies (e.g., behavioral, cognitive and metacognitive). The analysis of instructional metadiscourse that targeted different subjects/disciplinary literacies (math, social studies, science, language arts and physical education) revealed significant differences in the characteristics of language used, especially when clustered/grouped by mode of delivery. Metadiscourse of preservice teachers who were taught and were micro-teaching in an online-hybrid classroom appears more acquiescent, milder in stance expression, and preoccupied with coherent talk-binding/organization, which calls for socio-culturally and interactively richer (modeling), familiarity or community-building modes of delivery. Implications may help to improve socio-pragmatic/-linguistic and instructional/pre-service praxis.

Author

• Beata M Latawiec, Wichita State University