1,292
Views
1
CrossRef citations to date
0
Altmetric
Empirical Research Studies

Surfing Semantic Waves: Using Semantic Profiling to Focus on Knowledge in Practicum Lessons

Pages 68-85 | Received 01 Nov 2021, Accepted 09 Dec 2022, Published online: 21 Dec 2022

References

  • Ahlström, K.-G., & Jönsson, M. (1990). Handledning avslöjar lärarutbildarnas dolda pedagogiska åskådningar och privata läroplaner. KRUT – Kritisk Utbildningstidskrift, 57(1), 58–68.
  • Akkerman, S. F., & Meijer, P. C. (2011). A dialogical approach to conceptualizing teacher identity. Teaching and Teacher Education, 27(2), 308–319. https://doi.org/10.1016/j.tate.2010.08.013
  • Andersson Varga, P. (2014). Skrivundervisning i Gymnasieskolan [Elektronisk Resurs] : Svenskämnets Roll I Den Sociala Reproduktionen [ Doctoral thesis]. Göteborgs universitet.
  • Christie, F. (1995). Pedagogic discourse in the primary school. Linguistics and Education, 7(3), 221–242. https://doi.org/10.1016/0898-5898(95)90024-1
  • Christie, F. (2005). Classroom discourse analysis: A functional perspective (Vol. 4). Continuum.
  • Clarence, S. (2017). Surfing the waves of learning: Enacting a semantics analysis of teaching in a first year law course. Higher Education Research & Development, 36(5), 920–933. https://doi.org/10.1080/07294360.2016.1263831
  • Cochran-Smith, M., & Lytle, S. L. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24, 249–305. https://doi.org/10.2307/1167272
  • Eckerman Pitton, D. (2006). Mentoring novice teachers: Fostering a dialogue process (2nded.). Corwin Press.
  • Forgasz, R., Heck, D., Williams, J., Ambrosetti, A., & Willis, L. D. (2018). Theorising the third space of professional experience partnerships. In A. Ambrosetti, J. Kriewaldt, D. Rorrison, & R. Capeness (Eds.), Educating future teachers: Innovative perspectives in professional experience (pp. 33–47). Springer Nature .
  • Gardesten, J. (2016). “Den Nödvändiga Grunden”: Underkännanden Och Erkännanden under Lärarutbildningens Verksamhetsförlagda Delar [ Doctoral thesis]. Linnaeus University.
  • Gardesten, J., & Hegender, H. (2015). Underkännanden inom verksamhetsförlagd lärarutbildning: Resultat från en forskningsexpedition i svårframkomlig terräng. Utbildning Och Lärande/Education and Learning, 9(2), 68–85.
  • Griffin, P., & Care, E. (2015). Assessment and Teaching of 21st Century Skills: Methods and Approach (Vol. 142). Springer Netherlands.
  • Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.
  • Hegender, H. (2010). The assessment of student teachers’ academic and professional knowledge in school‐based teacher education. Scandinavian Journal of Educational Research, 54(2), 151–171. https://doi.org/10.1080/00313831003637931
  • Hipkiss, A. M. (2014). Klassrummets semiotiska resurser: en språkdidaktisk studie av skolämnena hem- och konsumentkunskap, biologi och kemi: An Applied Linguistics Perspective on the School subjects Home and Consumer Studies, Biology and Chemistry [ Doctoral Thesis]. Umeå University.
  • James, M. (2017). (Re)viewing assessment: Changing lenses to refocus on learning. Assessment in Education: Principles, Policy & Practice, 24(3), 404–414. https://doi.org/10.1080/0969594X.2017.1318823
  • Jonsson, A., & Mattsson, M. (2011). Assessing teacher competency during practicum. In M. Mattsson, T. V. Eilertsen, & D. Rorrison (Eds.), A practicum turn in teacher education (pp. 169–187). Sense Publishers.
  • Karlsson Lohmander, M. (2015). Bridging ‘the gap’ – linking workplace-based and university-based learning in preschool teacher education in Sweden. Early Years, 35(2), 1–16. https://doi.org/10.1080/09575146.2015.1025712
  • Kirk, S. (2017). Waves of reflection: Seeing knowledge(s) in academic writing. In Jennifer Kemp (Ed.), EAP in a Rapidly Changing Landscape: Issues, Challenges and Solutions-Proceedings of the 2015 Baleap Conference (pp. 109–118). Garnet.
  • Klemp, T., & Nilssen, V. (2017). Positionings in an immature triad in teacher education. European Journal of Teacher Education, 40(2), 257–270. https://doi.org/10.1080/02619768.2017.1282456
  • Kriewaldt, J., Nash, M., Windsor, S., Thornton, J., & Reid, C. (2018). Fostering professional learning through evidence-informed mentoring dialogues in school settings. In A. Ambrosetti, J. Kriewaldt, D. Rorrison, & R. Capeness (Eds.), Educating future teachers: Innovative perspectives in professional experience (pp. 157–172). Springer Nature.
  • Lawson, T., Çakmak, M., Gündüz, M., & Busher, H. (2015). Research on teaching practicum – A systematic review. European Journal of Teacher Education, 38(3), 392–407. https://doi.org/10.1080/02619768.2014.994060
  • Le Cornu, R. (2016). Professional experience: Learning from the past to build the future. Asia- Pacific Journal of Teacher Education, 44(1), 80–101. https://doi.org/10.1080/1359866x.2015.1102200
  • Loughran, J., Hamilton, M. L., Kubler LaBoskey, V., & Russell, T. L. (Eds.). (2007). International handbook of self-study of teaching and teacher education practices (Vol. 12). Springer.
  • Macnaught, L., Maton, K., Martin, R., & Matruglio, E. (2013). Jointly constructing semantic waves: Implications for teacher training. Linguistics and Education, 24(1), 50–63. https://doi.org/10.1016/j.linged.2012.11.008
  • Martin, J. R. (2013). Embedded literacy: Knowledge as meaning. Linguistics and Education, 24(1), 23–37. https://doi.org/10.1016/j.linged.2012.11.006
  • Martin, J. R., & Rose, D. (2007). Working with discourse : Meaning beyond the clause (2nd ed.). Continuum.
  • Maton, K. (2009). Cumulative and segmented learning: Exploring the role of curriculum structures in knowledge-building. British Journal of Sociology of Education, 30(1), 43–57. https://doi.org/10.1080/01425690802514342
  • Maton, K. (2013). Making semantic waves: A key to cumulative knowledge-building. Linguistics and Education, 24(1), 8–22. https://doi.org/10.1016/j.linged.2012.11.005
  • Maton, K. (2014). Knowledge and knowers : Towards a realist sociology of education. Routledge.
  • Maton, K., & Chen, R.T. -H. (2016). LCT in qualitative research. Creating a translation device for studying constructivist pedagogy. In K. Maton, S. Hood, & S. Shay (Eds.), Knowledge-building. Educational studies in Legitimation Code Theory (pp. 27–48). Routledge.
  • Maton, K., & Doran, Y. J. (2017). Semantic density: A translation device for revealing complexity of knowledge practices in discourse, part 1—wording. Onomázein Revista de lingüística filología y traducción, 35(2), 46–76. https://doi.org/10.7764/onomazein.sfl.03
  • Meidell Sigsgaard, A., & Jacobsen, S. (2020). At bølge i en akademisk analyse Globe. A Journal of Language, Communication and Culture, 10(10), 82–101.
  • Mena, J., García, M., Clarke, A., & Barkatsas, A. (2016). An analysis of three different approaches to student teacher mentoring and their impact on knowledge generation in practicum settings. European Journal of Teacher Education, 39(1), 53–76. https://doi.org/10.1080/02619768.2015.1011269
  • Mtika, P., Robson, D., & Fitzpatrick, R. (2014). Joint observation of student teaching and related tripartite dialogue during field experience: Partner perspectives. Teaching and Teacher Education, 39(C), 66–76. https://doi.org/10.1016/j.tate.2013.12.006
  • Rorrison, D., Amrosetti, A., Capeness, R., & Kriewaldt, J. (2018). Introduction: Researching innovative perspectives in professional experience. In J. Kriewaldt, A. Ambrosetti, D. Rorrison, R. Capeness (Eds.), Educating future teachers: Innovative perspectives in professional experience (pp. 1–10). Springer Nature.
  • Shay, S. (2005). Assessment at the boundaries: Service learning as case study. British Educational Research Journal, 34(4), 525–540. https://doi.org/10.1080/01411920701609406
  • Shay, S. (2008). Researching assessment as social practice: Implications for research methodology. International Journal of Educational Research, 47, 159–164. https://doi.org/10.1016/j.ijer.2008.01.003
  • Timperley, H. (2001). Mentoring conversations designed to promote student teacher learning. Asia-Pacific Journal of Teacher Education, 29(2), 111–123. https://doi.org/10.1080/13598660120061309
  • Timperley, H. S., & Alton Lee, A. (2008). Reframing teacher professional learning: An alternative policy approach to strengthening valued outcomes for diverse learners. Review of Research in Education, 32(1), 328–369. https://doi.org/10.3102/0091732X07308968
  • van Kruiningen, J. F. (2013). Educational design as conversation: A conversation analytical perspective on teacher dialogue. Teaching and Teacher Education, 29, 110–121. https://doi.org/10.1016/j.tate.2012.08.007
  • Walton, E., & Rysznyak, L. (2019). Cumulative knowledge-building for inclusive education in initial teacher education. European Journal of Teacher Education, 43(1), 18–37. https://doi.org/10.1080/02619768.2019.1686480
  • Wilson, E., & Demetriou, H. (2007). New teacher learning: Substantive knowledge and contextual factors. The Curriculum Journal, 18(3), 213–229. https://doi.org/10.1080/09585170701589710
  • Windsor, S., Kriewaldt, J., Nash, M., Lilja, A., & Thornton, J. (2020). Developing teachers: Adopting observation tools that suspend judgement to stimulate evidence-informed dialogue during the teaching practicum to enrich teacher professional development. Professional Development in Education, 48(4), 1–15. https://doi.org/10.1080/19415257.2020.1712452