scholarly journals Critical Discourse Analysis of Advertising: Implications for Language Teacher Education

2017 ◽  
Vol 1 (Volume 5 Issue 4) ◽  
pp. 213-226 ◽  
Author(s):  
Burcu TURHAN
Keyword(s):  
Teacher Education ◽  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Critical Discourse ◽  
Language Teacher Education ◽  
Language Teacher

scholarly journals A Critical Teacher Education Experience in the State of Goiás, Brazil

2017 ◽  
Author(s):  
Rosane Rocha Pessoa ◽  
Maria Eugênia Sebba Ferreira de Andrade ◽  
Edilson Pimenta Ferreira
Keyword(s):  
Teacher Education ◽  
Critical Discourse Analysis ◽  
Teacher Educators ◽  
Basic Education ◽  
The State ◽  
Female Teacher ◽  
Language Teacher Education ◽  
Language Teacher ◽  
National Network ◽  
Brazilian Government

ABSTRACT One of the Brazilian government initiatives to improve basic education was to create the National Network of Continuing Education for Teaching Professionals of Public Basic Education in 2011. Our extension program in this network was implemented in 2013 in 10 towns of the state of Goiás and counted on 21 teacher educators and 110 teacher-participants. Part of the empirical material of one of these teacher educators will be analyzed in this article, focusing on the discourses of seven female teacher-participants about their previous language teacher education experiences and about the first two months of the extension course. The qualitative discussion draws on theorizations from Critical Discourse Analysis and Teacher Education in Brazil, and shows that discourses on language teacher education, English teaching, and English were problematized.

scholarly journals Change of students’ activities in the process of becoming a teacher

2017 ◽  
Vol 23 (3) ◽  
pp. 89-103
Author(s):  
Joanna Malinowska
Keyword(s):  
Teacher Education ◽  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Group Discussion ◽  
Critical Discourse ◽  
Effective Teacher ◽  
Discursive Practices ◽  
The Creation

The article presents a part of research focused on teacher education in Poland. Becoming a teacher is a process that takes place in the space of universities and schools as educational entities in which two discursive communities meet. The distinctness and the hermetic character of the communities are an epistemological barrier to the creation of cooperation, which is essential for effective teacher education. The research is directly related to the need to introduce changes in this area and to define the conditions for these changes to occur. The purpose of the research is to establish how an institution which trains teachers functions. In order to achieve this goal, the author reconstructs a set of rules of discursive practices which were revealed during a group discussion among the students. In the research, a reconstructive formula based on critical discourse analysis was adopted. On the basis of the analysis, recommendations for the practice of teacher education are offered.

scholarly journals Critical discourse analysis of university teacher educators’ professionalism in Chilean teacher education policy

2020 ◽  
Vol 28 ◽  
pp. 180
Author(s):  
Yenny Hinostroza-Paredes
Keyword(s):  
Teacher Education ◽  
Discourse Analysis ◽  
Education Policy ◽  
Student Teachers ◽  
Critical Discourse Analysis ◽  
Teacher Educators ◽  
Initial Teacher Education ◽  
Critical Discourse ◽  
Managerial Control ◽  
Teacher Education Policy

This article uses critical discourse analysis (CDA) to interrogate the discursive construction of Chilean university teacher educators’ professionalism in government initial teacher education policy and institutional policy enactment documents. The study examines the network of discourses—new managerialist, quality assurance, performance, functionalist professional development—producing a version of professionalism akin to organizational professionalism. Used as a form of managerial control over teacher educators’ professional practices, such professionalism exacerbates performativity while reducing professional agency opportunities and consistent professional/academic development. Ultimately, this study contributes to the necessary questioning of Chilean ITE policy reform and the need to examine its effects on university TEs’ professional lives and the professional modeling of their student teachers. 

scholarly journals Teach First organisational discourse: What are Teach First teachers really being trained for?

2018 ◽  
Vol 10 (3) ◽  
pp. 264-274 ◽  
Author(s):  
Jenny Elliott
Keyword(s):  
Teacher Education ◽  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Teaching Profession ◽  
Vested Interest ◽  
Initial Teacher Education ◽  
Critical Discourse ◽  
Institutional Discourse ◽  
Strategic Positioning ◽  
Different Levels

This article considers the networked nature of Teach First in order to illustrate the different business, philanthropic and educational agents that have a vested interest in the organisation. It also reflects on Teach First’s strategic positioning within the initial teacher education landscape in order to attract high-calibre graduates into the teaching profession, and goes on to explore Teach First’s institutional discourse and the ways in which this serves to shape the Teach First teachers’ understandings of themselves, teaching and their potential career prospects after their two-year commitment on the Teach First programme. An understanding of the Teach First institutional discourse is gained through an analysis of data gathered from Teach First documentation and interviews with people working at different levels within the organisation. Critical discourse analysis is used to understand the ways in which this institutional discourse serves to provide a particular ideological positioning for Teach First and its teachers. It argues that such a positioning encourages them to take with them a neo-liberal understanding of ways of working into influential positions within the wider network invested in Teach First.

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