Knotworking: An Analytical Tool for Bilingual Special Education Teacher Learning

• In Event: Changing Preservice Teachers' Perspectives of Diverse Learners

Abstract

With an increased emphasis on developing strong mentorship for rich clinical experiences involving pre-and-in-service teachers, this study uses critical discourse analysis to explore agency and power dynamics along mentoring moments and to discursively investigate prevalent teaching ideologies. Cultural-Historical Activity Theory is used as the theoretical foundation while Engeström’s knotworking is used to represent the learning dynamics as teachers and university supervisors engage in reflective discussions around teaching and learning in bilingual special education contexts (BiSPED). Findings suggest connections between pre-and-in-service teachers’ reflective processes and pedagogical ideologies, and the fluid mentoring, agentive turns and discursively-manifested improved practice the analyses manifested. Findings from this study extend our understanding of knotworking trajectories in BiSPED, and inform future mentoring program development and implementation.

Authors

• Patricia Martínez-Álvarez, Teachers College, Columbia University

• Sharon Chang, Teachers College, Columbia University

• Belinda Arana, Teachers College, Columbia University