How Are Preservice Teachers Discursively Positioned during Microteaching? The Views of Student Teachers in Hong Kong
Saved in:
| Title: | How Are Preservice Teachers Discursively Positioned during Microteaching? The Views of Student Teachers in Hong Kong |
|---|---|
| Language: | English |
| Authors: | John Trent |
| Source: | Australian Journal of Teacher Education. 2023 48(6):80-97. |
| Availability: | Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/ |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Teacher Education Programs, Microteaching, Teaching Methods, Guidelines, Dialogs (Language), Discourse Modes, Emotional Experience, Professional Isolation, Psychological Patterns, Personal Autonomy, Teaching Experience, Foreign Countries, Graduate Students, Masters Programs, English (Second Language), Second Language Instruction, Second Language Learning, Language Teachers, Theories, Student Attitudes, Individualism, Collectivism |
| Geographic Terms: | Hong Kong |
| ISSN: | 0313-5373 1835-517X |
| Abstract: | This paper reports the results of a qualitative study that used in-depth interviews to understand the experiences and perceptions of six pre-service teachers as they engaged in microteaching at a tertiary institution in Hong Kong. Using a framework grounded in dialogism and positioning theory, the study describes the ways in which different discourses offer, as well as deny, positions to the pre-service teachers as they planned and implemented microlessons. The results suggest that competition between these discourses to position pre-service teachers can result in microteaching being associated with negative emotional experiences, such as disappointment, isolation, and frustration. This emotional dissonance is shown to lead some preservice teachers to question the efficacy of microteaching. The paper therefore argues that it is imperative for teacher educators to support pre-service teachers' engagement in microteaching by revealing the presence of these discourses and by exploring how the latter can exercise agency by accepting, resisting, or rejecting the positions made available to them during their microteaching experience. Suggestions for future research are also considered. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1424728 |
| Database: | ERIC |
| Abstract: | This paper reports the results of a qualitative study that used in-depth interviews to understand the experiences and perceptions of six pre-service teachers as they engaged in microteaching at a tertiary institution in Hong Kong. Using a framework grounded in dialogism and positioning theory, the study describes the ways in which different discourses offer, as well as deny, positions to the pre-service teachers as they planned and implemented microlessons. The results suggest that competition between these discourses to position pre-service teachers can result in microteaching being associated with negative emotional experiences, such as disappointment, isolation, and frustration. This emotional dissonance is shown to lead some preservice teachers to question the efficacy of microteaching. The paper therefore argues that it is imperative for teacher educators to support pre-service teachers' engagement in microteaching by revealing the presence of these discourses and by exploring how the latter can exercise agency by accepting, resisting, or rejecting the positions made available to them during their microteaching experience. Suggestions for future research are also considered. |
|---|---|
| ISSN: | 0313-5373 1835-517X |
