scholarly journals Resemiotized experience in classroom interaction: A student teacher’s interactional use of personal stories during teaching placement

2021 ◽  
pp. 263497952110590
Author(s):  
Johan Christensson
Keyword(s):  
Professional Identity ◽  
Student Teachers ◽  
Classroom Interaction ◽  
Teaching Profession ◽  
Mediated Discourse ◽  
Analytical Perspective ◽  
Interaction Order ◽  
Field Notes ◽  
Oral Presentations ◽  
Oral Stories

One of the most important points of contact that student teachers have with the teaching profession occurs during placement, as placement provides a prime opportunity for them to interact with pupils and to further develop their teaching. In this article, a mediated discourse analytical perspective is employed as a lens to study a student teacher during his final teaching placement, with the aim of exploring how resemiotizations of previous experiences in the shape of oral stories can be interactionally used in the classroom. The data consist of three video recorded oral presentations, two video recorded sessions in a classroom, interview data, and observational field notes. Due to its potential to link past multimodal semiosis to present-time actions, nexus analysis is employed as the method for analysis. By unpacking a student teacher’s use of oral stories in the classroom, the study demonstrates how stories are adaptable resources that can be used to mark proximity to pupils, and thus serve as a means to manage the interaction order in the classroom. This is an activity with relevance for the teaching profession and, by extension, student teachers' development of professional identity.

“You Should Wear to Show what You Are”: Same-sex Sexuality Student Teachers Troubling the Heteronormative Professional Identity

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Anthony Brown ◽  
Boitumelo Diale
Keyword(s):  
Professional Identity ◽  
Student Teachers ◽  
School Environment ◽  
Self Regulation ◽  
Teaching Profession ◽  
Dress Code ◽  
Same Sex ◽  
Sexual Diversity ◽  
Work Integrated Learning ◽  
Training Programmes

Although schools are meant to be places where fundamental human values are taught and embraced, challenges encountered by student teachers with same-sex sexualities are inherently connected to contextual experiences of rejection and of being “othered.” These student teachers navigate the internalised homophobia, low self-esteem and anxiety of the teaching profession and begin to take on the role of the activists who “unsilence” and “visibilise” sexual diversity in normative school environments. However, there is scant research on how self-identified effeminate gay and masculine lesbian student teachers negotiate and navigate their identities in a heteronormative school environment during Work Integrated Learning (WIL). This article interrogates the conflation between gender expressions and the assigned sex that seems to raise the question of fitness of same-sex sexuality student teachers for the profession. In the research project undertaken, a qualitative design, which comprised a focus-group interview to elicit responses from 12 self-identified same-sex sexuality student teachers, was utilised. Themes that emerged from the data analysis are: policed bodies and gender-regulated professional teacher identities; self-regulation and performativity; and disrupting heteronormativity in the classroom. These themes are embedded within Activity Theory (AT). The results of this study show how the policing of dress code, mannerism and perceived sexual practice regulated and “genderised” teacher professional identity in schools. This indicates that as part of diversity education, urgency exists for teacher training programmes to incorporate knowledge on inclusive collegial atmospheres that are accommodative of same-sex sexualities.

scholarly journals ¿CON QUÉ MOTIVACIONES Y EXPECTATIVAS SE ACERCAN LOS FUTUROS MAESTROS A LA PROFESIÓN EDUCATIVA?

2016 ◽  
Vol 1 (1) ◽  
pp. 331 ◽  
Author(s):  
Nagore Guerra Bilbao ◽  
Clemente Lobato Fraile
Keyword(s):  
Professional Identity ◽  
Student Teachers ◽  
Teaching Profession ◽  
Key Factors ◽  
Calidad De Vida ◽  
Social Prestige ◽  
Palabras Clave ◽  
Teacher Professional Identity ◽  
Teacher Professional

ResumenEn la perspectiva de la identidad profesional docente, este estudio se plantea explorar los factores que influyen en su construcción. El objetivo es determinar los principales factores como la motivación, interés y expectativas que los estudiantes declaran tener al iniciar los estudios de la titulación de Magisterio. El marco metodológico se sitúa tanto en el enfoque cuantitativo, como el cualitativo, que permite contrastar e integrar los análisis obtenidos. Finalmente, nos ha permitido concluir que los estudiantes de magisterio se mueven por una serie de motivaciones y expectativas que tienen que ver fundamentalmente con el altruismo vocacional y el prestigio social y la calidad de vida que en estos momentos estiman ofrece la profesión docente. AbstractIn the perspective of teacher professional identity, this study attempts to explore the factors that influence its construction. The objective is to identify key factors such as motivation, interest and expectations of students report having to initiate studies of the degree of Education. The methodological framework lies in the approach both quantitative and qualitative, that permits to the analysis obtained. Finally, we have to conclude that student teachers move through a range of motivations and expectations that have to do mainly with vocational altruism and social prestige and quality of life now believe offers the teaching profession. Palabras clave: identidad profesional docente, motivación, expectativas, estudiantes de magisterio, universidad. Keywords: teacher professional identity, motivation, expectations, student teachers, university.

scholarly journals Analyse der akademischen Orientierungen von Studierenden: Ein binationaler Vergleich

2017 ◽  
Vol 4 (1) ◽  
Author(s):  
Māra Vidnere
Keyword(s):  
Professional Identity ◽  
Identity Formation ◽  
Student Teachers ◽  
Professional Competence ◽  
Scientific Discipline ◽  
Teaching Profession ◽  
Professional Activity ◽  
Academic Orientation ◽  
Area Of Interest

The current conditions of economic variations impact the quality of student teachers’ training, their professional competence, and especially that of education, to a great degree. There is a noticeable trend in the labour market of a demand for occupations with high professional qualities, i.e., respective education. Consequently the social importance of pedagogy as a scientific discipline is increasing, and research about students’ academic interests are particuarly important today. A requirement for the effectiveness of this research is ist the ualiy of the research activity, that is if it meets the needs of personalities and of society. A sound foundation for the quality of the research is the development of the scientific methodology. For the development of pedagogy both sides are important—methodology and social function. To achieve successful with a professional activity the pedagogue must decide on his or her developmental aims and discover optimal possible ways to achieve them, be convinced of his/her choice of interests, and secure in and aware of his/her own values. The methodology develops in unity with the development of the pedagogy. In the following contribution the attitudes of student teachers towards their studies is analyzed as their academic orientation during the process of professional identity formation. The object of the methodology of the scientific discipline of pedagogy is resarch activity. The aim of this present study focuses on the orientations and interests of the students with regard to the teaching profession. Students’ orientations were analyzed as their academic orientation in the process of the development of their professional identity. The research adapted the survey about academic orientation (Davidson, Beck & Silver, 1999). The adaptation of the methodologies was conducted under the guidance of professors M. Vidnere and A. Špona and comprised 36 questions on the analysis of academic orientations by students. The question arises if student teachers develop a special area of interest which points to a specific academic orientation.

scholarly journals Interactional role shift as communicative project in student teachers’ oral presentations

2020 ◽  
Vol 9 (2) ◽  
Author(s):  
Johan Christensson
Keyword(s):  
Student Teachers ◽  
Student Teacher ◽  
Social Action ◽  
Analytical Approach ◽  
Academic Development ◽  
Central Feature ◽  
Social Actors ◽  
Semiotic Resources ◽  
Role Shift ◽  
Oral Presentations

AbstractFocusing on Swedish student teachers’ oral presentations in a rhetoric class, this article studies interactional role shift as a multimodal practice. The role shifts under scrutiny concern shifting from student teacher to teacher, thus anticipating the students’ future profession. A central feature of the article is a discussion of how role shift may be conceptualised as a communicative project, thus highlighting the different modes of communication used by the students, and consequently to examine its potential as a facilitator of students’ professional and academic development. The data was collected using an ethnographical approach, resulting in a collection of 21 video-recorded oral presentations, together with other relevant semiotic resources. The data is analysed by the employment of concepts from nexus analysis and the notion of communicative projects. Through a discourse analytical approach to social action in interaction, the analysis shows how role shifts are constructed of patterns of smaller actions that add up to three primary actions: setting the scene, changing perspective, and performing the new role. These primary actions are multimodally chained together, and the results demonstrate how social actors use instructional texts in combination with multimodal recourses in order to perform their role shifts.

scholarly journals Relationship between Emotional Intelligence, Educational Achievement and Academic Stress of Pre-Service Teachers

2021 ◽  
Vol 11 (7) ◽  
pp. 95
Author(s):  
Inmaculada García-Martínez ◽  
Eufrasio Pérez-Navío ◽  
Miguel Pérez-Ferra ◽  
Rocío Quijano-López
Keyword(s):  
Professional Development ◽  
Academic Achievement ◽  
Emotional Intelligence ◽  
Academic Success ◽  
Student Teachers ◽  
Educational Achievement ◽  
Skills Training ◽  
Academic Stress ◽  
Teaching Profession ◽  
Improve Student Achievement

Emotional intelligence (EI) and stress are constructs that often characterize the teaching profession and are inversely related. There is evidence in the literature that suggests the importance of teachers working on EI in order to learn coping strategies and improve their teaching practices. This descriptive and correlational study had the purpose of examining the social–emotional profile of future teachers based on their EI and academic stress levels in order to provide guidance for future stressful situations that will affect their future professional development. For this purpose, we used a random sampling for convenience in a university population enrolled in degrees of education at Andalusian universities (Spain), getting a sample of 1020 pre-service teachers. The results pointed to a superiority in EI, academic stress, and academic achievement in favor of females compared to males. The relationship among EI, academic stress, and student teachers’ achievement was demonstrated. Furthermore, some components of EI were positioned as important factors to improve student achievement and reduce academic stress. Once the high incidence of these constructs on academic achievement was confirmed, the importance of developing EI and coping and stress skills training programs, aimed at improving academic success and their subsequent professional development, was demonstrated.

scholarly journals A CONSTRUÇÃO DAS IDENTIDADES DOS PROFISSIONAIS DA EDUCAÇÃO

2018 ◽  
Vol 15 (Especial 2) ◽  
pp. 15-21
Author(s):  
Alberto Albuquerque Gomes
Keyword(s):  
Professional Identity ◽  
Identity Crisis ◽  
Teaching Profession ◽  
Doctoral Training ◽  
Initial Training ◽  
Professional Identities ◽  
Initial Formation ◽  
Rapid Process ◽  
The World

This article results from reflections during my post-doctoral training at the Lusophone University of Humanities and Technology, in Lisbon. I was intrigued that mechanisms or factors were decisive / decisive in the construction of the identity of the teaching profession. Here I present a small cut considering aspects related to the construction of professional identities. Among the questions that emerged from our reflection: what can be enumerated: 1. The enormous dispersion of courses and initial training is an important component, although it is not enough to explain the panorama of the identity crisis of teachers; 2. The low quality of the initial formation can attribute this inconsistency of the professional identity; 3. The indefinition of a field and an object of pedagogy contributes to this fragility; 4. We are faced with a rapid process of resizing the world of work where functions and roles undergo rapid transformations, characterizing the professions without the constitution of new identities

scholarly journals An Investigation on How University Students’ View Lecturers’ Usage of Speech Acts in ELT context

2020 ◽  
Vol 2 (2) ◽  
pp. 39-43
Author(s):  
Mutiara Shasqia ◽  
Aulia Anggraini
Keyword(s):  
University Students ◽  
Speech Acts ◽  
Speech Act ◽  
Classroom Interaction ◽  
Speech Act Theory ◽  
Specific Time ◽  
Illocutionary Acts ◽  
Communication Context ◽  
Field Notes ◽  
Perlocutionary Effect

Teachers and lecturers alike understand that they must consciously use a variety of speech acts to force students to follow their instructions and be motivated to learn on their own. This paper reports the findings of a study designed to investigate the notion of the perlocutionary effect of university students in the classroom resulted from lecturers’ illocutionary acts. The acts were then analyzed the illocutionary act of the lecturers’ talk or speech during specific time using Austin’s speech act theory. This present study built its investigation from data collection on both lecturers and university students through interview and field notes. This study manage to reveals that lecturers freely use speech acts of persuading, angering, and commanding. This study believes that illocutionary acts will still have happened in our interaction's life or communication in many-many context including classroom interaction between lecturer-students communication context.

scholarly journals Student Teachers' Perception on the Implementation of Introduction to the School Field as a Provision to Teaching Profession

2020 ◽  
Vol 3 (1) ◽  
pp. 95
Author(s):  
Rekha Irvianti ◽  
Zariul Antosa ◽  
Eddy Noviana
Keyword(s):  
Data Analysis ◽  
Student Teachers ◽  
Student Perceptions ◽  
School Teacher ◽  
Teaching Profession ◽  
Study Program ◽  
Average Percentage ◽  
Analysis Techniques ◽  
Quantitative Data Analysis ◽  
Quantitative Descriptive

The purpose of this study was to determine the perceptions of the student teachers of the Elementary School Teacher Study Program (PGSD) as a provision to the teaching profession. This research is a quantitative descriptive. The population of this study were all student teachers from batch 2015 and 2016 who had participated in the introduction to the school field (PLP) program. Sampling in this study was taken using accidental techniques, seen from the number of research samples of 50 student teachers of batch 2015 and 47 student teachers of batch 2016. The data collection method used was a questionnaire. Data analysis techniques were done using quantitative data analysis of percentage formulas. Student perceptions can be seen from each indicator as follows: (1) Indicator of absorption of stimuli or objects from outside individuals from the perception of batch 2015 student teachers acquired an average percentage of 75.28% with the category of "good" and from the perception of batch 2016 student teachers acquired the average percentage of 75.82% with the category "good". (2) Indicators of understanding from the perception of batch 2015 student teachers acquired an average percentage of 78.18% with the category "good" and from the perception of batch 2016 student teachers acquired an average percentage of 69.98% with the category of "good". (3) Indicators of assessment or evaluation from the perception of batch 2015 student teachers acquired an average percentage of 76.76% with the category of "good" and from the perception of batch 2016 student teachers acquired an average percentage of 78.73% with the category of good. Student teachers' perception of the implementation of introduction to the school field (PLP) as a provision to the teaching profession is categorized as "good".

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