Female Preservice Teachers' Talk: Illustrations of subjectivity, visions of 'nomadic' space

Phillips, Donna Kalmbach

doi:10.1080/13540600120110547

Cited by 22 publications

(33 citation statements)

References 5 publications

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“…Becoming a subject in a community means becoming an active voice, contributing to the discourse constructed by and maintained in that community. Phillips (2002) perceives subjectivity as a battleground of competing discourses. The subjectivities that dominate acquire dominance by virtue of greater familiarity with the predominant discourse.…”

Section: Negotiating Identities and Subjectivitiesmentioning

confidence: 99%

“…The subject must understand the kinds of positions he or she holds in the community, and how, on the basis of this, he or she can enter into appropriate activity orientations (Phillips, 2002;Walkerdine, 1997). Such situation-specific orientations, which change according to the subject's perceived position in the community, can be understood as manifestations of the subject's identity positions (Beijaard, Meijer & Verloop, 2004).…”

Section: Negotiating Identities and Subjectivitiesmentioning

confidence: 99%

“…Our research was informed by the literature concerned with 'participation in learning communities' (Lave & Wenger, 1991;van Oers, 2002;Wenger, 1998;) and the 'negotiation of identities and subjectivities in learning communities' (Phillips, 2002;Walkerdine, 1997) , the key work being reviewed in the sections which follow.…”

Section: Introductionmentioning

confidence: 99%

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Students’ accounts of their participation in an intensive long-term learning community

Eteläpelto

Littleton

Lahti

et al. 2005

International Journal of Educational Research

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Helsinki, FinlandStudents' accounts of participation 2 Students' accounts of their participation in an intensive long-term learning community AbstractCollaborative learning environments have been analysed extensively, yet we know relatively little about how students experience their participation in long-term learning communities where learners work together over extended periods of time. This study aims to understand preservice teacher-students' experiences and accounts of their participation in a university-based long-term learning community. The study investigates issues of change and stability, with respect to the students' perceptions of participation over the first two years of their work within the learning community. The study also addresses the relations between the students' accounts of participation and their learning experiences in terms of 'teachership'. A teacher-trainee group of nine students, who had studied for three years within a Masters level teacher education programme which had adopted an intensive community-based approach, individually appraised their participation and learning within the programme. Using empirical data derived from the learners' own evaluations of their learning experiences, the study draws on the accounts given by students concerning their orientations to and positions within the learning community. Videotaped recordings of some of the student's seminars were used as resources to support the giving of appraisals using questionnaires which containing bothclosed-and open-ended questions. Results showed that the students' qualitative accounts of their participation revealed great differences in their orientations to group activities.Considerable differences in orientations could be found with respect to: students' relation to power; to socio-emotional involvement; to the degree of participation; to the subject-matter and to theoretical interests. These were related to the quantitatively evaluated level of participation. Based on the analysis of students' perceived trajectories of participation over two years, three qualitatively different trajectories could be identified: highly involved Students' accounts of participation 3 participation, increased participation and decreased or marginal participation. A comparison of the perceived learning experiences arising from these different kinds of participation revealed considerable diversity in the students' major learning objectives and in the social and affective aspects of their learning. The most impressive and comprehensive learning took place among those reporting increased participation. For those reporting highly-involved participation, the group functioned first and foremost as a source of motivation. However, those group-members who reported decreased and marginal participation found the learning experience to be emotionally and affectively very negative. The results suggest that if students cannot have an active participatory role in the community, they are in danger of being marginalized and this in turn has consequen...

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Section: Negotiating Identities and Subjectivitiesmentioning

confidence: 99%

Section: Negotiating Identities and Subjectivitiesmentioning

confidence: 99%

See 1 more Smart Citation

Students’ accounts of their participation in an intensive long-term learning community

Eteläpelto

Littleton

Lahti

et al. 2005

International Journal of Educational Research

View full text Add to dashboard Cite

show abstract

“…In the teachers' work, it seems to be important to be aware of these boundaries, positions and relationships (Phillips, 2002), and of the ways in which they create limitations on and possibilities for teachers' activities. However, social suggestions and relationships do not comprehensively shape teachers' thinking, acting and working, since teachers can also utilise their individual backgrounds, interests and purposes in their intentional activities.…”

Section: Concluding Discussionmentioning

confidence: 99%

“…Within work practices, becoming an active agent is based on the subject's reflective awareness of his/her position in the work community. On the basis of this, the subject can enter into appropriate activity orientations and make conscious choices concerning his/her actions and strategies (Phillips, 2002).…”

Section: Theoretical Perspectives On Agencymentioning

confidence: 99%