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Examining the Language Interactions between a Teacher Educator and Preservice Teachers during Collaborative Planning for Literacy Instruction
Literacy Research and Instruction Pub Date : 2020-09-27 , DOI: 10.1080/19388071.2020.1805058
Andrea Gelfuso 1
Affiliation  

ABSTRACT

This paper reports findings from a formative design experiment during which the practical problem of how to support 31 preservice teachers as they approximated planning for ambitious literacy instruction was examined. Collaborative planning conversations between the PSTs and a teacher educator were analyzed. Discourse analysis revealed a macrostructure of anticipatory reflection that included (1) describing the literacy practices of the child (2) determining the learning goal for the child (3) planning for interaction with the child and (4) planning for lesson closure and transfer. Specific language interactions that supported anticipatory reflection are detailed and A Framework for Facilitating Collaborative Planning Conversations along with a Decision-Making Tool for Planning is offered.



中文翻译:

在共同计划进行扫盲教学时,研究教师与职前教师之间的语言互动

摘要

本文报告了一项形成性设计实验的发现,在此实验中,研究了如何支持31名职前教师在野心勃勃的扫盲教学计划中提供支持的实际问题。分析了PST与教师教育者之间的协作计划对话。话语分析揭示了预期反射的宏观结构,其中包括(1)描述儿童的读写习惯(2)确定儿童的学习目标(3)计划与儿童互动以及(4)计划课程结束和转移。详细介绍了支持预期性思考的特定语言交互,并提供了一个促进协作式计划对话的框架以及一个用于计划的决策工具。

更新日期:2020-09-27
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