scholarly journals Why Not Simply Use the Best Theory? A Critical Discourse Analysis of the Notion of Plurality in Three Texts Used at a Teacher Education Institution in Sweden

2014 ◽  
Vol 13 (3) ◽  
pp. 156-173 ◽  
Author(s):  
Silvia Edling
Keyword(s):  
Teacher Education ◽  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Education Institution ◽  
Critical Discourse ◽  
Teacher Education Institution

scholarly journals A Critical Discourse Analysis of Students' Anonymous Online Postings

2010 ◽  
pp. 239-248
Author(s):  
Dick Ng’ambi
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Social Practice ◽  
Teaching And Learning ◽  
Education Institution ◽  
Social Practices ◽  
Three Dimensions ◽  
Critical Discourse ◽  
Message Service ◽  
Commerce Students

It is difficult to understand students’ social practices from artifacts of anonymous online postings. The analysis of text genres and discursive types of online postings has potential for enhancing teaching and learning experiences of students. This article focuses on analysis of students’ anonymous online postings using Critical Discourse Analysis (CDA). The article argues that social practices reproduce during online interaction and artifacts embody such reproduction. A study involving more than 300 commerce students at a higher education institution (HEI) using a special purpose anonymous online consultation tool, the Dynamic Frequently Asked Questions (DFAQ), and social practices embodied in the artifacts is analyzed using CDA. The analysis used the three dimensions of CDA—description (text genres), interpretation (discursive type), and explanation (social practice)—and insights into students’ social practices were inferred. The article concludes that CDA of anonymous postings provided insight into social practices of students and, in particular, highlighted the tension between perceptions of inflexibility of traditional teaching practices and student demands for flexible learning. Finally, CDA, as described in this article, could be useful in analyzing e-mail communications, short message service (SMS) interactions, Web blogs, and podcasts.

scholarly journals Change of students’ activities in the process of becoming a teacher

2017 ◽  
Vol 23 (3) ◽  
pp. 89-103
Author(s):  
Joanna Malinowska
Keyword(s):  
Teacher Education ◽  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Group Discussion ◽  
Critical Discourse ◽  
Effective Teacher ◽  
Discursive Practices ◽  
The Creation

The article presents a part of research focused on teacher education in Poland. Becoming a teacher is a process that takes place in the space of universities and schools as educational entities in which two discursive communities meet. The distinctness and the hermetic character of the communities are an epistemological barrier to the creation of cooperation, which is essential for effective teacher education. The research is directly related to the need to introduce changes in this area and to define the conditions for these changes to occur. The purpose of the research is to establish how an institution which trains teachers functions. In order to achieve this goal, the author reconstructs a set of rules of discursive practices which were revealed during a group discussion among the students. In the research, a reconstructive formula based on critical discourse analysis was adopted. On the basis of the analysis, recommendations for the practice of teacher education are offered.

scholarly journals Critical discourse analysis of university teacher educators’ professionalism in Chilean teacher education policy

2020 ◽  
Vol 28 ◽  
pp. 180
Author(s):  
Yenny Hinostroza-Paredes
Keyword(s):  
Teacher Education ◽  
Discourse Analysis ◽  
Education Policy ◽  
Student Teachers ◽  
Critical Discourse Analysis ◽  
Teacher Educators ◽  
Initial Teacher Education ◽  
Critical Discourse ◽  
Managerial Control ◽  
Teacher Education Policy

This article uses critical discourse analysis (CDA) to interrogate the discursive construction of Chilean university teacher educators’ professionalism in government initial teacher education policy and institutional policy enactment documents. The study examines the network of discourses—new managerialist, quality assurance, performance, functionalist professional development—producing a version of professionalism akin to organizational professionalism. Used as a form of managerial control over teacher educators’ professional practices, such professionalism exacerbates performativity while reducing professional agency opportunities and consistent professional/academic development. Ultimately, this study contributes to the necessary questioning of Chilean ITE policy reform and the need to examine its effects on university TEs’ professional lives and the professional modeling of their student teachers. 

scholarly journals Teach First organisational discourse: What are Teach First teachers really being trained for?

2018 ◽  
Vol 10 (3) ◽  
pp. 264-274 ◽  
Author(s):  
Jenny Elliott
Keyword(s):  
Teacher Education ◽  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Teaching Profession ◽  
Vested Interest ◽  
Initial Teacher Education ◽  
Critical Discourse ◽  
Institutional Discourse ◽  
Strategic Positioning ◽  
Different Levels

This article considers the networked nature of Teach First in order to illustrate the different business, philanthropic and educational agents that have a vested interest in the organisation. It also reflects on Teach First’s strategic positioning within the initial teacher education landscape in order to attract high-calibre graduates into the teaching profession, and goes on to explore Teach First’s institutional discourse and the ways in which this serves to shape the Teach First teachers’ understandings of themselves, teaching and their potential career prospects after their two-year commitment on the Teach First programme. An understanding of the Teach First institutional discourse is gained through an analysis of data gathered from Teach First documentation and interviews with people working at different levels within the organisation. Critical discourse analysis is used to understand the ways in which this institutional discourse serves to provide a particular ideological positioning for Teach First and its teachers. It argues that such a positioning encourages them to take with them a neo-liberal understanding of ways of working into influential positions within the wider network invested in Teach First.

scholarly journals Are STEM Syllabi Gendered? A Feminist Critical Discourse Analysis

2016 ◽  
Author(s):  
Laura Parson
Keyword(s):  
Higher Education ◽  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Teaching And Learning ◽  
Research University ◽  
Education Institution ◽  
Critical Discourse ◽  
Higher Education Institution ◽  
Feminist Critical Discourse Analysis ◽  
And Gender

This study explored the gendered nature of STEM higher education institution through a feminist critical discourse analysis of STEM course syllabi from a Midwest research university. I explored STEM syllabi to understand how linguistic features such as stance and interdiscursivity are used in the syllabus and how language and discourses used in the syllabus replicate the masculine nature of STEM education. Findings suggest that the discourses identified in the syllabi reinforce traditional STEM academic roles, and that power and gender in the STEM syllabi are revealed through exploration of the themes of knowledge, learning, and the teaching and learning environment created by the language used in the syllabus. These findings inform and extend understanding of the STEM syllabus and the STEM higher education institution and lead to recommendations about how to make the STEM syllabus more inclusive for women.

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