File Download
There are no files associated with this item.
Links for fulltext
(May Require Subscription)
- Publisher Website: 10.1016/j.lcsi.2021.100573
- Scopus: eid_2-s2.0-85117735443
- WOS: WOS:000712467700001
- Find via
Supplementary
- Citations:
- Appears in Collections:
Article: Synergistic co-teaching: Surfacing the invisible flows of dramaturgy in practice in Initial Teacher Education
Title | Synergistic co-teaching: Surfacing the invisible flows of dramaturgy in practice in Initial Teacher Education |
---|---|
Authors | |
Keywords | Synergistic co-teaching Co-teaching Initial teacher education Dramaturgy Video analysis |
Issue Date | 2021 |
Publisher | Elsevier 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? |
Abstract | Global 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 Identifier | http://hdl.handle.net/10722/305922 |
ISSN | 2023 Impact Factor: 2.0 2023 SCImago Journal Rankings: 0.821 |
ISI Accession Number ID |
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Chian, MM | - |
dc.contributor.author | Bridges, SM | - |
dc.contributor.author | Lee, DPL | - |
dc.date.accessioned | 2021-10-20T10:16:15Z | - |
dc.date.available | 2021-10-20T10:16:15Z | - |
dc.date.issued | 2021 | - |
dc.identifier.citation | Learning, Culture and Social Interaction, 2021, v. 31 n. pt. A, p. article no. 100573 | - |
dc.identifier.issn | 2210-6561 | - |
dc.identifier.uri | http://hdl.handle.net/10722/305922 | - |
dc.description.abstract | Global 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.language | eng | - |
dc.publisher | Elsevier BV. The Journal's web site is located at http://www.elsevier.com/locate/issn/22106561 | - |
dc.relation.ispartof | Learning, Culture and Social Interaction | - |
dc.subject | Synergistic co-teaching | - |
dc.subject | Co-teaching | - |
dc.subject | Initial teacher education | - |
dc.subject | Dramaturgy | - |
dc.subject | Video analysis | - |
dc.title | Synergistic co-teaching: Surfacing the invisible flows of dramaturgy in practice in Initial Teacher Education | - |
dc.type | Article | - |
dc.identifier.email | Chian, MM: mchian@hku.hk | - |
dc.identifier.email | Bridges, SM: sbridges@hku.hk | - |
dc.identifier.email | Lee, DPL: leediana@hku.hk | - |
dc.identifier.authority | Chian, MM=rp02471 | - |
dc.identifier.authority | Bridges, SM=rp00048 | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1016/j.lcsi.2021.100573 | - |
dc.identifier.scopus | eid_2-s2.0-85117735443 | - |
dc.identifier.hkuros | 327361 | - |
dc.identifier.volume | 31 | - |
dc.identifier.issue | pt. A | - |
dc.identifier.spage | article no. 100573 | - |
dc.identifier.epage | article no. 100573 | - |
dc.identifier.isi | WOS:000712467700001 | - |
dc.publisher.place | Netherlands | - |