Discursive mentoring strategies and interactional dynamics in teacher education

Dobrowolska, Dominika; Balslev, Kristine

doi:10.1016/j.linged.2017.09.001

Cited by 15 publications

(11 citation statements)

References 31 publications

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“…For learning the pragmatic value of constatives during the teaching session EFL learners investigate different communicative situations through various activities. For achieving special goals teachers use certain strategies and methods, most of which deal with interactional dynamics (Dobrowolska, Balslev, 2017).…”

Section: Methodsmentioning

confidence: 99%

Developing the Pragmatic Competence of Foreign Learners: Guidelines to Using Constatives in Modern English Discourse

Berezenko¹

2019

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The article is devoted to the problems of foreign language education in linguistic universities, namely to acquiring the pragmatic competence by students. The research questions whether EFL learners are pragmatically competent in using language in a certain communicative situation. The experimental teaching session proves that the special research methods (descriptive, pragmatic, performative analyses) and divergent forms of learning the modal perspective of constatives in discourse can provide students with the appropriate knowledge base. The main conclusions drawn from this research are that EFL learners can have only elementary pragmatic competence without a special training session. Therefore the current study suggests the procedure of training the communicative skills in the appropriate use of constatives in the process of social interaction with the aim of developing the pragmatic competence of students and helping them acquire their proficiency in achieving certain goals in communication.

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Section: Methodsmentioning

confidence: 99%

Developing the Pragmatic Competence of Foreign Learners: Guidelines to Using Constatives in Modern English Discourse

Berezenko¹

2019

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“…Il est dès lors possible d'identifier, dans des écrits, sur quels systèmes de régulation portent la régulation effectuée par le sujet ainsi que les savoirs qu'il mobilise. Dans le même sens, il est aussi possible de repérer les médiations exercées dans l'interaction entre un formateur et l'apprenant lors d'entretiens (Dobrowolska et Balslev, 2017).…”

Section: Des Médiations Influençant La Pratique Réflexiveunclassified

Apport potentiel des cours théoriques à la pratique réflexive en formation à l’enseignement

Buysse

Périsset

Renaulaud

2019

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Notre recherche analyse le contenu prescrit de cours théoriques afin de tenter d'identifier leur potentiel de contribution à la pratique réflexive des étudiants en formation à l'enseignement. Les cours sont ici vus comme autant d'occasions d'apport de savoirs qui pourraient nourrir la pratique réflexive des étudiants, mais aussi comme autant d'axes de préoccupations qui leur sont proposés afin d'orienter leurs analyses. À partir d'une conceptualisation fondée sur une relecture de la réflexivité, une analyse de contenu des canevas de cours a été faite à l'aide d'une matrice fondée sur une modélisation croisant des sujets de préoccupation abordés ou systèmes de régulation, avec des champs d'investigation ou empans réflexifs.

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“…In the context of oral interaction there are a great number of studies concerning teacher educators' roles and strategies or skills displayed through dialogues in face-to-face interaction, as shown in Hennissen et al [11] and other more recent studies [2,31,54,55,56,57,58,59,60,61]. The results of these studies, although drawn from oral interaction contexts, can nevertheless contribute to the process of gaining a deeper understanding of the roles and strategies displayed in other formats of tutoring and mentoring interactions.…”

Section: E-tutoring and E-mentoring Styles And Strategiesmentioning

confidence: 99%

Analysing E-tutoring Strategies to Foster Pre-service Language Teachers' Reflective Practice in the First Stages of Building an E-portfolio

Novillo¹,

Pujolă²

2019

ujer

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This study aims to analyse the tutoring strategies that three e-tutors employed in online written interactions with two of their corresponding pre-service teachers in the first stages of the development of their e-portfolio within a master's degree in online language teaching. Building on the data collected from thirty-four documents, which include the written drafts of the initial document of their e-portfolios (the Starting Point), the final versions of this document and their email exchanges, and the study identifies six types of discursive-pedagogical strategies: Suggesting; Inquiring for reflection; Providing information and instructions; Correcting; Giving positive feedback; and Using affective moves. This article provides examples of each strategy, which illustrate the diverse ways in which the e-tutors tried to foster the pre-service language teachers' reflection. The results are relevant for a deeper understanding of the effective processes involved in e-tutoring and the development of reflective practice in the creation of an e-portfolio.

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Discursive mentoring strategies and interactional dynamics in teacher education

Cited by 15 publications

References 31 publications

Developing the Pragmatic Competence of Foreign Learners: Guidelines to Using Constatives in Modern English Discourse

Developing the Pragmatic Competence of Foreign Learners: Guidelines to Using Constatives in Modern English Discourse

Apport potentiel des cours théoriques à la pratique réflexive en formation à l’enseignement

Analysing E-tutoring Strategies to Foster Pre-service Language Teachers' Reflective Practice in the First Stages of Building an E-portfolio

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