How are preservice teachers discursively positioned during microteaching? The views of student teachers in Hong Kong

How are preservice teachers discursively positioned during microteaching? The views of student teachers in Hong Kong

• Trent, John Gilbert TRENT The Education University of Hong Kong

Australian Journal of Teacher Education, 48(6), 80-97, 2023

School of Education, Edith Cowan University

2023

• M 教師與教師教育
  • MG 教育工作人員之身份認同、態度與意見

Microteaching Approximations of Teaching Pre-service Teachers Positioning Theory Dialogism

• Hong Kong

• 1997.7 onwards

• 專上教育

• View Full Text 全文連結

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. Copyright © 2023 Edith Cowan University. All rights reserved.

• 英文

期刊論文

• 03135373

• 10.14221/1835-517X.6124

https://bibliography.lib.eduhk.hk/tc/bibs/d8425560

2024-12-06