Teaching as Analogous Personalization: The Principled, Practical, Personal Process of Creating Synchrony in Educational Dialogues

• In Event: 56.081 - Roundtable Session 24
  In Roundtable Session: 56.081-19 - Fostering Cultures of Reflective Practice Through Professional Development

Abstract

This study takes a rhetorical view of educational work, exploring the pragmatic arc of classroom dialogs between three university writing teachers and their students over the course of a term. Through narrative analysis of teacher and student interviews, insight into the illocutionary intentions and perlocutionary effects of these educational dialogs in made visible. And informed by these candid perspectives, a pragmatic discourse analysis of these classrooms' educational dialogs reveals an intertwined progress of relational and academic teacher-student dynamics toward points of synchrony.

Author

• Joshua Kuntzman, University of California - Santa Barbara