Small Moves: New Teachers' Perceptions of Authoritative Discourse

Autor/inn/en	Lambert, Claire; Myers, Joy; Howard, Christy; Adams-Budde, Melissa
Titel	Small Moves: New Teachers' Perceptions of Authoritative Discourse
Quelle	In: Journal of Literacy Research, 55 (2023) 1, S.51-74 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lambert, Claire)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-296X
DOI	10.1177/1086296X231163122
Schlagwörter	Novices; Beginning Teachers; Literacy Education; Teacher Attitudes; Persuasive Discourse; Power Structure; Elementary School Teachers + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Lehrerverhalten; Persuasion; Persuasive Kommunikation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Novice teachers experience language about literacy instruction from a variety of sources. This longitudinal case study uses Bakhtin's notions of authoritative and internally persuasive discourse to consider how four novice teachers negotiated messages regarding literacy instruction from the conclusion of preservice education through their first 2 years of teaching. Although the challenges of the initial years of teaching have been studied, limited attention has been given to the ways in which novice teachers negotiate and take up language about literacy instruction within their school contexts. Interviews and email journals were used as data sources. Findings reveal that novice teachers perceived authoritative discourse from curricula, programs and assessments, and instructional expectations of administrators or senior colleagues. Participants accessed internally persuasive literacy discourses through questioning, supplementing, and changing literacy programs they perceived as required by authorities. Implications for teacher educators, researchers, and school personnel are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01