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Examining Discourse that Provokes Productive Action Across Differences in Literacy Teacher Education
Thu, December 4, 1:15 to 2:45pm, Planet Hollywood Hotel & Casino, Floor: Mezzanine Floor, Wilshire ASession Submission Type: Alternative Format Session
Abstract
The five studies in this alternative session use a range of discourse analysis methods to explore a variety of teacher education contexts. From conservative to progressive states, from pre-service to inservice teachers, from multilingual teachers of color to white female teachers, discussion of discourse analysis methods across difference helps us learn how to prepare literacy teachers for productive action.
Content Area
Chair
Discussants
Individual Presentations
Unpacking Multilingual Ideologies: A Discourse Analysis of Preservice Teachers’ Reflective Language Analyses - Katie McGee, Clemson University; Lindsey Rowe, Clemson University
Using small story positioning analysis to examine teacher’s stories of grammar teaching - Mike Metz, University of Missouri
Dialogic dynamics of mentors and preservice teachers in the context of student teaching - Vicki Collet, University of Arkansas
Co-constructing Proleptic Selves: Past, Present and Future Possibilities for First Year Teachers of Color - P Zitlali Morales, University of Illinois Chicago
Why can’t you just be a “nice” teacher? - Audrey Lucero, University of Oregon