Integrating Social Activity Theory and Critical Discourse Analysis: A Multilayered Methodological Model for Examining Knowledge Mediation in Mentoring

Autor/inn/en	Becher, Ayelet; Orland-Barak, Lily
Titel	Integrating Social Activity Theory and Critical Discourse Analysis: A Multilayered Methodological Model for Examining Knowledge Mediation in Mentoring
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 29 (2016) 4, S.498-519 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2015.1063732
Schlagwörter	Mentors; Discourse Analysis; Art Education; Teaching Methods; Course Content; Qualitative Research; Models; Language Usage; Guidelines; Sociocultural Patterns; Semi Structured Interviews; Recall (Psychology); Semiotics; Visual Arts; Foreign Countries; Preservice Teacher Education; Case Studies; Music Education; Theater Arts; Teacher Educators; Student Teachers; Israel + Suchen Sie Ihr Suchwort? Diskursanalyse; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Kursprogramm; Qualitative Forschung; Analogiemodell; Sprachgebrauch; Richtlinien; Soziokulturelle Theorie; Abberufung; Semiotik; Optische Gestaltung; Ausland; Lehramtsstudiengang; Lehrerausbildung; Case study; Fallstudie; Case Study; Musikerziehung; Theaterwissenschaft; Teacher education; Lehrerbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin
Abstract	This study suggests an integrative qualitative methodological framework for capturing complexity in mentoring activity. Specifically, the model examines how historical developments of a discipline direct mentors' mediation of professional knowledge through the language that they use. The model integrates social activity theory and a framework of critical discourse analysis to guide the data collection, analysis and interpretation processes. Drawing on the case of mentoring in Arts Education, we describe and discuss the discursive character of the interactions between content and pedagogy in mentoring activity, as they grow out of the larger historical groundings of participants' practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01