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Article: Synergistic co-teaching: Surfacing the invisible flows of dramaturgy in practice in Initial Teacher Education

TitleSynergistic co-teaching: Surfacing the invisible flows of dramaturgy in practice in Initial Teacher Education
Authors
KeywordsSynergistic co-teaching
Co-teaching
Initial teacher education
Dramaturgy
Video analysis
Issue Date2021
PublisherElsevier BV. The Journal's web site is located at http://www.elsevier.com/locate/issn/22106561
Citation
Learning, Culture and Social Interaction, 2021, v. 31 n. pt. A, p. article no. 100573 How to Cite?
AbstractGlobal disruptions in higher education provide further impetus to recent calls for fundamental changes in initial teacher education (ITE) curricula and pedagogies. This video-based Interactional Ethnography of on-campus co-teaching practices aims to surface the ‘invisible flows’ of co-teaching as social interaction. The micro-etnhographic discourse analysis of four interaction units across a 2-hour teaching session and a video stimulated recall interview revealed that the co-teachers used intertextual references to signal shared understandings while engaging their ITE students in preparation for a Capstone assessment. Drawing on Goffman's (1959) seminal work in dramaturgical sociology, the joint close micro-analyses of classroom talk, actions, disciplinary expertise and professional histories made transparent how, as a team, the co-teachers relied on their bond of reciprocal dependence and familiarity to gain intersubjectivity. When a disruption arose, they synergistically demonstrated the defensive attributes and practices of a dramaturgical team constitutive of circumspection, discipline, and loyalty as they (re) formulated their planned lesson and co-operatively maintained their common learning goals. This process enabled them to demonstrate a different type of co-teaching pedagogical practice, which we propose as synergistic co-teaching.
Persistent Identifierhttp://hdl.handle.net/10722/305922
ISSN
2023 Impact Factor: 2.0
2023 SCImago Journal Rankings: 0.821
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorChian, MM-
dc.contributor.authorBridges, SM-
dc.contributor.authorLee, DPL-
dc.date.accessioned2021-10-20T10:16:15Z-
dc.date.available2021-10-20T10:16:15Z-
dc.date.issued2021-
dc.identifier.citationLearning, Culture and Social Interaction, 2021, v. 31 n. pt. A, p. article no. 100573-
dc.identifier.issn2210-6561-
dc.identifier.urihttp://hdl.handle.net/10722/305922-
dc.description.abstractGlobal disruptions in higher education provide further impetus to recent calls for fundamental changes in initial teacher education (ITE) curricula and pedagogies. This video-based Interactional Ethnography of on-campus co-teaching practices aims to surface the ‘invisible flows’ of co-teaching as social interaction. The micro-etnhographic discourse analysis of four interaction units across a 2-hour teaching session and a video stimulated recall interview revealed that the co-teachers used intertextual references to signal shared understandings while engaging their ITE students in preparation for a Capstone assessment. Drawing on Goffman's (1959) seminal work in dramaturgical sociology, the joint close micro-analyses of classroom talk, actions, disciplinary expertise and professional histories made transparent how, as a team, the co-teachers relied on their bond of reciprocal dependence and familiarity to gain intersubjectivity. When a disruption arose, they synergistically demonstrated the defensive attributes and practices of a dramaturgical team constitutive of circumspection, discipline, and loyalty as they (re) formulated their planned lesson and co-operatively maintained their common learning goals. This process enabled them to demonstrate a different type of co-teaching pedagogical practice, which we propose as synergistic co-teaching.-
dc.languageeng-
dc.publisherElsevier BV. The Journal's web site is located at http://www.elsevier.com/locate/issn/22106561-
dc.relation.ispartofLearning, Culture and Social Interaction-
dc.subjectSynergistic co-teaching-
dc.subjectCo-teaching-
dc.subjectInitial teacher education-
dc.subjectDramaturgy-
dc.subjectVideo analysis-
dc.titleSynergistic co-teaching: Surfacing the invisible flows of dramaturgy in practice in Initial Teacher Education-
dc.typeArticle-
dc.identifier.emailChian, MM: mchian@hku.hk-
dc.identifier.emailBridges, SM: sbridges@hku.hk-
dc.identifier.emailLee, DPL: leediana@hku.hk-
dc.identifier.authorityChian, MM=rp02471-
dc.identifier.authorityBridges, SM=rp00048-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.lcsi.2021.100573-
dc.identifier.scopuseid_2-s2.0-85117735443-
dc.identifier.hkuros327361-
dc.identifier.volume31-
dc.identifier.issuept. A-
dc.identifier.spagearticle no. 100573-
dc.identifier.epagearticle no. 100573-
dc.identifier.isiWOS:000712467700001-
dc.publisher.placeNetherlands-

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