Understanding how pre-service English teachers adoptstance toward academic teaching inquiry tasks  

Oleh:

Salerno, April S. ; Kibler, Amanda K.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: LINGUISTICS AND EDUCATION: An International Research Journal vol. 28 (2014), page 92-106.
Fulltext: LE_28_2014_Salerno.pdf (439.46KB)

Isi artikel

While teacher education literature views teachers’ stances toward teaching inquiry as important to teachers’ commitment to classroom improvement, little research has analyzed teachers’ use of stance markers. This project builds on Biber’s (2006) frame work to study stances taken by three high school English preservice teachers (PSTs) in oral teaching-inquiry presentations completed during preparation coursework. This study considers: How do English PSTs enrolled in a teacher education program reveal stances through completion of oral presentations of teaching inquiry projects? The study employs methodology combining grammatical analysis with analysis of observational data from an indepth study of PSTs’ experiences in their preparation. Findings reveal PSTs take varied, nuanced stances toward inquiry presentations, focal students, and project findings. Implication sinclude that (1) studying how teachers formally discuss teaching activities can provide unique perspectives on teachers’ stance and (2) linguists can gain depth of understanding about participants’ stance by combining grammatical and observational analysis.

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