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.

Considering Antiracism in Student Teacher Placement

2019 ◽  
Vol 28 (3) ◽  
pp. 58-71 ◽  
Author(s):  
Matthew C. Fiorentino
Keyword(s):  
Teacher Education ◽  
Music Education ◽  
Student Teachers ◽  
Student Teaching ◽  
Student Teacher ◽  
Social Action ◽  
Teacher Educators ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Teacher Placement

Student teaching represents the culmination of a preservice music educator’s preparation. In student teaching, notions of the transformative potential of music education may be reinforced or subverted. The placement of student teachers, an underresearched process in music teacher education, may be a space where teacher educators can work toward racial justice. In this article, I explore critical antiracist theory in music teacher education in two fictionalized vignettes. I apply an antiracist lens to the process of student teacher placement to suggest ways to interrogate problematic policies and practices. Avenues for antiracist praxis include (a) naming the racialized nature of an institution’s professional network, (b) mapping the racial landscapes of prospective placements, (c) addressing issues of representation in student teacher placement, and (d) becoming race-power conscious. Through this article, I illustrate how antiracist theory might guide music teacher education toward social action by addressing issues related to racism, racial representation, and school segregation.

Student Teachers’ Learning and Professional Development in Second Language Teacher Education

2017 ◽  
Vol 7 (1) ◽  
pp. 13 ◽  
Author(s):  
Kamile Hamiloğlu
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Second Language ◽  
Student Teachers ◽  
Student Teacher ◽  
Research Literature ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Second Language Teacher Education ◽  
Second Language Teacher

This article is a review on student teacher (ST) learning in second language teacher education (SLTE) and it aims to establish a context for ST learning for professional development in SLTE research and frame its contribution to the current research literature. To achieve this, it conducts an overview on concepts of interest, and it places in perspective some of the key previous findings relating to the research at hand. Broadly, it is to serve as a foundation for the debate over perspectives of second/foreign language (S/FL) student teachers’ (STs’) learning to teach through their professional development with reference to both coursework and practicum contexts.Keywords: student teacher learning, second language teacher education (SLTE), professional development

How the Match Gets Made: Exploring Student Teacher Placements across Teacher Education Programs, Districts, and Schools

2021 ◽  
pp. e20200014
Author(s):  
Elise St. John ◽  
Dan Goldhaber ◽  
John Krieg ◽  
Roddy Theobald
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Student Teaching ◽  
Student Teacher ◽  
Teacher Candidates ◽  
Mentor Teachers ◽  
Teacher Education Programs ◽  
Effective Teacher ◽  
Education Programs ◽  
K 12

Emerging research finds connections between teacher candidates’ student teaching placements and their future career paths and effectiveness. Yet relatively little is known about the factors that influence these placements and how teacher education programs (TEPs) and K-12 school systems match teacher candidates to mentor teachers. In our study of this process in Washington state, we find that TEPs and K-12 systems share overarching goals related to successful student teacher placements and developing a highly effective teacher workforce. However, distinct accountabilities and day-to-day demands also sometimes lead them to prioritize other objectives. In addition, we identified informational asymmetries, which left TEPs questioning how mentor teachers were selected, and districts and schools with limited information with which to make intentional matches between teacher candidates and mentor teachers. The findings from this study inform both practice and research in teacher education and human resources. First, they illuminate practices that appear to contribute to informational gaps and institutional disadvantages in the placement of student teachers. Additionally, they raise questions about what constitutes an effective mentor teacher and provide researchers and policymakers with better insight into the professional realities of teacher educators and K-12 educators, as well as those of district human resource (HR) coordinators, which is important given their differing accountabilities and distinctive positionings in the education of teacher candidates.

Exploring Intercultural Interaction: The Use of Semiotic Resources in Meaning-Making Processes

2020 ◽  
Author(s):  
Nur Nabilah Abdullah ◽  
◽  
Rafidah Sahar ◽  
Keyword(s):  
Social Action ◽  
Meaning Making ◽  
Eye Gaze ◽  
Semantic Content ◽  
Nonverbal Cues ◽  
Context Word ◽  
Intercultural Interaction ◽  
Semiotic Resources ◽  
Word Search ◽  
Cultural Origins

Intercultural communication refers to interaction between speakers of different backgrounds, such as different linguistic and cultural origins (Kim 2001). Interaction in face-to face situations has demonstrated that spoken language involves both verbal and semiotic resources for social action. Semiotic resources that include use of talk, gestures, eye gaze and other nonverbal cues can convey semantic content and can become a crucial point in conversation (Hazel et al. 2014). Drawing on a Aonversation Analysis (CA) approach, we explore how participants employed semiotic resources in word searches activities in an intercultural context. Word searches are moments in interaction when a speaker’s turn is temporarily ceased as the speaker displays difficulty in searching for appropriate linguistic items so as to formulate the talk (Schegloff et al. 1977; Kurhila 2006). In this study, naturally occurring interactions in a multilingual setting were video recorded. The participants were Asian university students with different language backgrounds. The findings suggest that multilingual participants mutually collaborate by utilizing verbal affordances, gaze, gesture and other nonverbal cues as useful semiotic resources in the meaning-making process, and thus resolving word search impediments to facilitate intercultural interaction.

“Uma revolução democrática é sempre uma revolução inacabada” — or — “A democratic revolution must always remain unfinished”

2011 ◽  
Vol 10 (3) ◽  
pp. 372-395 ◽  
Author(s):  
Filipa Perdigão Ribeiro
Keyword(s):  
Social Action ◽  
Analytical Framework ◽  
Discursive Construction ◽  
Right Wing ◽  
Collective Memories ◽  
Social Actors ◽  
Discursive Strategies ◽  
Democratic Revolution ◽  
Discourse Historical Approach ◽  
Ideological Tensions

This article analyses the discursive construction of collective memories and the function of commemorative events for national identity. It focuses on how the 30th anniversary of the Portuguese 1974 revolution was portrayed in the government’s Programme of Action issued for the 2004 commemorations and in forty-three newspaper opinion articles also published in 2004. The 1974 revolution ended a 48-year right-wing dictatorship and has shaped subsequent historical events since the 1970s. When the Programme of Action changed the 1974 slogan ‘April is revolution’ into ‘April is evolution’, the written press responded by conducting a debate on this reframing. Using the Discourse-Historical Approach in CDA as the analytical framework, this paper highlights the discursive strategies on which the government’s manifesto was built and explores the opinion articles’ ongoing political and ideological tensions over the revolution, its commemorations, and how it paved the way into Europe, by describing the main macro-discursive strategies and raising issues regarding the (mis)representation of social actors and social action.

scholarly journals ANALISIS PENYELENGGARAAN & LAYANAN MATAKULIAH PRAKTEK UNTUK DAERAH 3T

2019 ◽  
Vol 20 (2) ◽  
pp. 157-171
Author(s):  
A.A Ketut Budiastra ◽  
Hanafi Hanafi ◽  
Ade Mardiana
Keyword(s):  
Student Teachers ◽  
Student Teacher ◽  
Learning Process ◽  
Undergraduate Student ◽  
School Principals ◽  
Sampling Technique ◽  
Descriptive Study ◽  
Academic Administration ◽  
Program Coordinators ◽  
Qualitative Descriptive

This qualitative descriptive study aimed to analyze the implementation of Professional Capability Strengthening (PKP) courses for undergraduate student teacher of Universitas Terbuka, living in the outermost, frontier, and disadvantaged (3T) areas in Indonesia. A sample of 65 students was selected using a purposive sampling technique from four regions, namely: Lampung, Serang, Bogor, and Mataram. A total of 8 tutors and 4 program coordinators were interviewed to triangulate the data. The results indicates that in general students are successful to complete PKP courses because they were class teachers. In addition, the support of tutors, peers, school principals, and heads of regional technical implementation units (UPTD) are important factors in facilitating the completion of student teachers’ course assignments.  During the learning process students reported some diffculties, such as limited reference books, and lack of skills in making reports and operating computers, which needs to be addressed by the academic administration. Penelitian ini dimaksudkan  untuk menganisis penyelenggaraan dan layanan matakuliah praktek Pemantapan Kemampuan Profesional (PKP) untuk mahasiswa yang berada di daerah terluar, terdepan, tertinggal (3T). Penelitian ini merupakan  penelitian deskriptif kualitatif. Populasi penelitian ini adalah mahasiswa program S1 PGSD UT di wilayah 3T di wilayah UPBJJ-UT Lampung, Serang, Bogor, dan Mataram. Sampel diambil dengan menggunakan teknik purposif sampling sebanyak  65 orang di empat UPBJJ-UT tersebut. Sebagai data pembanding 8 orang tutor dan 4 orang koordinator program diwawancarai secara mendalam. Hasil kajian menunjukkan bahwa pada umumnya mahasiswa tidak mengalami kesulitan untuk mengikuti matakuliah PKP karena mereka adalah guru kelas. Di samping itu, dukungan tutor, teman sejawat, kepala sekolah, kepala unit pelaksana teknis daerah (UPTD) sangat membantu mahasiswa untuk menyelesaikan tugas-tugas perkuliahannya. Namun demikian, ada beberapa kendala yang dialami mahasiswa, antara lain terbatasnya buku rujukan yang dimiliki dan kurang terampil dalam membuat laporan dan mengoperasikan komputer. Kendala ini perlu mendapat perhatian dan pemecahan oleh pengelola akademik.

scholarly journals Youth in the margin in Morocco: a qualitative approach to the perception of subjectivity and agency politics

2021 ◽  
Vol 119 ◽  
pp. 01007
Author(s):  
Ilham Sadoqi
Keyword(s):  
Social Action ◽  
Population Based ◽  
Social Actors ◽  
State Institutions ◽  
Cultural Life ◽  
The Social ◽  
Youth Agency ◽  
And Gender ◽  
The Relationship ◽  
Third Moment

This paper seeks to investigate the potentials of youth agency in the margin of society and understand the prospects for social action or “Hirak” as an ongoing sweeping protest wave of a marginalized population. Based on a national qualitative study about youth and marginality in Morocco, this paper will focus on three moments. First, it will examine youth perception, their representation of their subjectivities, and how the realities and experiences of exclusion and “Hogra” manifested in inequalities, injustice, and systematic violence have shaped their beliefs and desire to act. The second moment brings to the fore their apprehension of the hegemonic powers of state institutions and social actors to determine their motivations and initiatives to articulate their actions locally and nationally under conditions of domination. The third moment will shed light on the dynamics of youth agency and the nature of their actions, be it individual or collective, subjective or rational. Similarly, it will also consider the structural limitations impinging on the social, political, cultural life, and gender relations. This paper examines the relationship between youth agency in the margin and the emergence of a new quest for social action “Hirak” in different regions of Morocco and how this might pave the way towards renegotiating the existing social contract between society and state.

Objects, Frozen Actions, and Identity: A Multimodal (Inter)action Analysis

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Sigrid Norris ◽  
Boonyalakha Makboon
Keyword(s):  
Everyday Life ◽  
Analytical Approach ◽  
Ethnographic Study ◽  
Social Actors ◽  
Ethnographic Studies ◽  
Action Analysis ◽  
Identity Production

AbstractIn this article, we take a multimodal (inter)action analytical approach, showing how objects in everyday life are identity telling. As social actors surround themselves with objects, multiple actions from producing the objects to acquiring and placing them in the environment are embedded within. Here, we investigate examples from two different ethnographic studies, using the notion of frozen actions. One of our examples comes from a 5-month-long ethnographic study on identity production of three vegetarians in Thailand (

International Norms and Domestic Practices in Regard to ILO Convention No. 169 ‐ with Special Reference to Articles 1 and 13‐19

2010 ◽  
Vol 12 (2) ◽  
pp. 213-260 ◽  
Author(s):  
Tanja Joona
Keyword(s):  
International Organizations ◽  
Social Action ◽  
Interdisciplinary Approach ◽  
World Politics ◽  
International Labour Organisation ◽  
Social Actors ◽  
Domestic Practices ◽  
State Agents ◽  
Research Questions ◽  
International Conventions

AbstractInternational organizations are considered to be central actors on the stage of world politics. They are not simply passive collections of rules or structures through which others act. Rather, they are considered to be active agents of global change. International organizations are often the actors to whom we defer when it comes to defining meanings, norms of good behaviour, the nature of social actors, and categories of legitimate social action in the world. The article has an interdisciplinary approach to the International Labour Organisation (ILO) and its Convention No. 169 concerning Indigenous and Tribal Peoples in Independent countries. The approaches of international relations and international law helps explain the power the ILO exercises in national and world politics. These insights are illustrated by exploring why state agents comply with norms promoted by the regime of ILO Convention No. 169. The article briefly introduces the historical approach of the ILO to indigenous issues and the complexity related to the concept of indigenousness; the highly relevant debate when states are considering the ratification of the Convention and even when implementing it. The Committee of Experts on the Application of Conventions and Recommendations (CEACR) in the ILO structure is the most central body guiding the States to normative and political changes in their domestic practices. It is argued that the Committee is using its authority and power through the normative regime and its supervisory mechanisms, and therefore is also interpreting the Convention. The system as a whole has effects on traditional state sovereignty and the demands of indigenous peoples’ right to self-determination. The research questions focuses also on the compliance, implementation and effectiveness of international Conventions. The article has a Nordic approach with comparison to different approaches related to Article 1 dealing with the subjects/objects of the Convention and also different land right situations (Articles 13‐19) especially in Latin America.

Putting Values and Institutions Back into the Theory of Strategic Action Fields

2012 ◽  
Vol 30 (1) ◽  
pp. 37-47 ◽  
Author(s):  
Jack A. Goldstone ◽  
Bert Useem
Keyword(s):  
Political Parties ◽  
Social Action ◽  
Social Order ◽  
Unified Theory ◽  
Strategic Action ◽  
Social Actors ◽  
Or Groups ◽  
The Social ◽  
Principles Of Justice ◽  
Theory Of Social Action

Neil Fligstein and Doug McAdam have presented a new theory of how collective action creates the structure and dynamics of societies. At issue is the behavior of social movements, organizations, states, political parties, and interest groups. They argue that all of these phenomena are produced by social actors (which may be individuals or groups) involved in strategic action. This allows Fligstein and McAdam to advance a unified theory of “strategic action fields.” This article takes issue with aspects of Fligstein and McAdam’s important contribution. We argue that that all organizations are not essentially the same; in addition to the location and interactions of their strategic actors, their dynamics are shaped and distinguished by differing values and norms, by the autonomy of institutions embedded in strategic action fields, and by the fractal relationships that nested fields have to broader principles of justice and social organization that span societies. We also criticize the view that social change can be conceptualized solely in terms of shifting configurations of actors in strategic action fields. Rather, any theory of social action must distinguish between periods of routine contention under the current institutions and norms and exceptional challenges to the social order that aim to transform those institutions and norms.

Sign in / Sign up

Export Citation Format

Share Document