UNIGE document Scientific Article
previous document  unige:17381  next document
add to browser collection
Title

A Discursive Approach To Recognition In The Praticum

Authors
Published in McGill Journal of Education. 2011, vol. 46, no. 1, p. 23-39
Abstract This article is part of a larger research project on professional development, and more specifically the emergence of "professional knowledge" among pre-service teachers. The intent here is to analyse recognition phenomena in supervisory discussions. We consider recognition of pre-service theachers' discourse as a condition for the emergence of professional knowledge. What "recognition markers" do evaluators seize from this discourse to decode its content and meaning, to adjust and influence it? How do these markers contibute (or fail to contribute)to establishing "shared communicative spaces"? Our analyses show that the emergence of these shared communicative spaces involves tensions that reveal (or fail to reveal) forms of recognition. These forms of recognition affect the shaping of pre-service teachers' professional knowledge, as well as components of pre-service teachers' identity that also inflluence the elaboration of professional knowledge.
Full text
Structures
Research group Théories, actions, langages et savoirs en formation à l'enseignement (TALES)
Citation
(ISO format)
BALSLEV, Kristine, VANHULLE, Sabine, TOMINSKA CONTE, Edyta. A Discursive Approach To Recognition In The Praticum. In: McGill Journal of Education, 2011, vol. 46, n° 1, p. 23-39. https://archive-ouverte.unige.ch/unige:17381

266 hits

2 downloads

Update

Deposited on : 2011-11-10

Export document
Format :
Citation style :