A discursive psychology approach to the study of pre-service teachers’ written reflections about teacher effectiveness

References

• Anderson, L. (2001). Nine prospective teachers and their experiences in teacher education: The role of entering conceptions of teaching and learning. In B. Torff & R. Sternberg (Eds.), Understanding and teaching intuitive mind: Student and teachers learning (pp. 187–215). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Anfara, V. A., Brown, K. N., & Mangione, T. L. (2002). Qualitative analysis on stage: Making the research process more public. Educational Researcher, 31, 28–38.10.3102/0013189X031007028
   Google Scholar
• Antaki, C., Billig, M. G., Edwards, D., & Potter, J. A. (2003). Discourse analysis means doing analysis: A critique of six analytic shortcomings. Discourse Analysis Online, 1. Retrieved from http://extra.shu.ac.uk/daol/articles/open/2002/002/antaki2002002-paper.html
   Google Scholar
• Asselin, M. (2000). Confronting assumptions: Preservice teachers' beliefs about reading and literature. Reading Psychology, 21, 31–55.10.1080/027027100278338
   Google Scholar
• Attenborough, F. T. (2011). “I don’t f*** care!” Marginalia and the (textual) negotiation of an academic identity by university students. Discourse & Communication, 5, 99–121. doi:10.1177/1750481310395447
   Web of Science ®Google Scholar
• Barker, D., & Rossi, A. (2011). Understanding teachers: The potential and possibility of discourse analysis. Sport, Education and Society, 16, 139–158. doi:10.1080/13573322.2011.540421
   Web of Science ®Google Scholar
• Barnes, B., Palmary, I., & Durrheim, K. (2001). The denial of racism: The role of humor, personal experience, and self-censorship. Journal of Language and Social Psychology, 20, 321–338.10.1177/0261927X01020003003
   Web of Science ®Google Scholar
• Baumrind, D. (1991). Effective parenting during early adolescent transitions. In P. A. Cowan & M. Hetherington (Eds.), Family transitions (pp. 111–165). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Benwell, B., & Stokoe, E. (2002). Constructing discussion tasks in university tutorials: Shifting dynamics and identities. Discourse Studies, 4, 429–453.10.1177/1461445602004004023
   Google Scholar
• Clark, C., & Peterson, P. (1986). Teachers’ thought processes. In M. Wittrock (Ed.), Handbook of research on teaching (pp. 255–296). New York, NY: Macmillan.
   Google Scholar
• Courcy, M. (2007). Disrupting preconceptions: Challenges to pre-service teachers' beliefs about ESL children. Journal of Multilingual and Multicultural Development, 28, 188–203. doi:10.2167/jmmd454.0
   Google Scholar
• Davies, B., & Harre, R. (1990). Positioning: The discursive production of selves. Retrieved April 18, 2013, from http://www.massey.ac.nz/~alock/position/position.htm
   Google Scholar
• Edwards, D. (1997). Discourse and cognition. London: Sage.
   Google Scholar
• Edwards, D., & Potter, J. (1992). Discursive psychology. London: Sage.
   Google Scholar
• Edwards, D., & Potter, J. (2001). Discursive psychology. In A. McHoul & M. Rapley (Eds.), How to analyze talk in institutional settings (pp. 12–24). London: Continuum International.
   Google Scholar
• Edwards, D., & Potter, J. (2005). Discursive psychology, mental states and descriptions. In H. te Molder & J. Potter (Eds.), Conversation and cognition (pp. 241–259). Cambridge: Cambridge University Press.10.1017/CBO9780511489990
   Google Scholar
• Fives, H., & Buehl, M. (2012). Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? In K. Harris, S. Graham, & T. Urdan (Eds.), APA educational psychology handbook: Vol. 2. Individual differences and cultural and contextual factors (pp. 471–499). Washington, DC: American Psychological Association.10.1037/13274-000
   Google Scholar
• Gill, M., & Hoffman, B. (2009). Shared planning time: A novel context for studying teachers’ discourse and beliefs about learning and instruction. Teachers College Record, 111, 1242–1273.
   Web of Science ®Google Scholar
• Goffman, E. (1967). Interactional ritual: Essays on face-to-face behavior. New York, NY: Pantheon Books.
   Google Scholar
• Hardy, M. (2004). Discourse analysis. In M. A. Hardy & A. Bryman (Eds.), Handbook of data analysis (pp. 607–624). London: Sage.10.4135/9781848608184
   Google Scholar
• Kagan, D. (1992). Implication of research on teacher belief. Educational Psychologist, 27, 65–90.10.1207/s15326985ep2701_6
   Web of Science ®Google Scholar
• Kang, N.-H. (2008). Learning to teach science: Personal epistemologies, teaching goals, and practices of teaching. Teaching and Teacher Education, 24, 478–498. doi:10.1016/j.tate.2007.01.002
   Web of Science ®Google Scholar
• Kyles, C., & Olafson, L. (2008). Uncovering preservice teachers' beliefs about diversity through reflective writing. Urban Education, 43, 500–518. doi:10.1177/0042085907304963
   Web of Science ®Google Scholar
• Lester, J. N., & Paulus, T. (2011). Accountability and public displays of knowing in an undergraduate computer-mediated communication context. Discourse Studies, 13, 671–686.10.1177/1461445611421361
   Web of Science ®Google Scholar
• Lorti, D. C. (1975). Schoolteacher. Chicago, IL: The University of Chicago Press.
   Google Scholar
• Marquez, A. C. (2010). Testimonies in the British and Spanish Parliaments: A contrastive study on domestic/gender violence. Journal of Pragmatics, 42, 2172–2180.10.1016/j.pragma.2010.01.022
   Web of Science ®Google Scholar
• Pajares, M. F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307–332.10.3102/00346543062003307
   Web of Science ®Google Scholar
• Potter, J., & Edwards, D. (1999). Social representations and discursive psychology: From cognition to action. Culture and Psychology, 5, 447–458.10.1177/1354067X9954004
   Web of Science ®Google Scholar
• Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula (Ed.), Handbook of research on teacher education (pp. 102–119). New York, NY: Macmillan.
   Google Scholar
• Rossi, T. (1997). Seeing it differently: Physical education, teacher education and the possibilities of personal construct theory. Sport, Education and Society, 2, 205–220.10.1080/1357332970020205
   Google Scholar
• Sacks, H. (1992). Lectures on conversation. Oxford: Blackwell.
   Google Scholar
• Tiezzi, L., & Cross, B. (1997). Utilizing research on prospective teachers’ beliefs to inform urban field experience. The Urban Review, 29, 113–125.10.1023/A:1024634623688
   Google Scholar
• Trimbur, J. (1994). Common ground: Dialogue, understanding, and the teaching of composition. College Composition and Communication, 45, 108–118.10.2307/358592
   Web of Science ®Google Scholar
• Viechnicki. (1997). An empirical analysis of participant intentions: Discourse in a graduate seminar. Language and Communication, 17, 103–131.10.1016/S0271-5309(97)00004-9
   Web of Science ®Google Scholar
• Watt, D. (2007). On becoming a qualitative researcher: The value of reflexivity. The Qualitative Report, 12, 82–101.
   Google Scholar
• Wideen, M., Mayer-Smith, J., & Moon, B. (1998). A critical analysis of the research on learning to teach: Making the case for an ecological perspective on inquiry. Review of Educational Research, 68, 130–178.10.3102/00346543068002130
   Web of Science ®Google Scholar
• Wood, L., & Kroger, R. (2000). Doing discourse analysis: Methods for studying actions in talk and text. London: Sage.
   Google Scholar