Sherry.propdef.111408
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Developing Improvisation: How preservice secondary English Language Arts teachers developed pedagogical genres
Overview Problem statement & Proposed response Literature review
Theoretical framework Methodology Timeline
Performance Individual Precedent Language development Teacher development Methods course design Research on methods
Development Practice During Cognitive Sociocultural Dialogic
Dialogic genre Collaborative emergence Interactional frames Senior Tamara Lesson plans Intern Sami Video transcripts 1st year Dave Interviews 2009 – Data collection/Memoing 2010 – Writing data chapters 2011 – Defense/Job search
Problem statement – Unexpected development Unexpectedness Performance
Development
Individual
Practice
Precedent
During
Literature Review – Cognitivism, Socioculturalism, Dialogism Lang. Dev Theory
Cognitivist: Mental rules shape adoption of language patterns
Sociocultural: Participation in context shapes language use
Dialogic: Prior connotation, present audience shape language use
Teach. Dev. Theory
Course design
Research
Prior teacher thinking
Expert schema
Changes in thinking
Context? Prior teacher beliefs/culture
Teacher/student background, tools
Emergence? Negotiated practice
Changes in beliefs/ Cultural constraints
Changes in Shared practices discursive genres
Theoretical framework Dialogism, Improvisation, and Frames Bakhtin’s dialogism: •Discourse is constrained and open to unexpectedness •Genres of discourse are “relatively stable” and “flexible” •Speakers can make use of the multivocal properties of an utterance Sawyer’s improvisation: •Improvised dialogue is collaborative emergence •Processual intersubjectivity, social causation, metapragmatics (Meaning is proposed, established features constrain, direction is implied) •Development of process, ensemble, and routines Goffman’s interactional frame: • The “definition of a situation” is sometimes emergent
Research Questions 1. How are interactional frames improvised during English Language Arts activities? 3. What pedagogical genres emerge from this improvisation? 5. How do the discursive features of the genres change over time? 7. How do the discursive features of these genres change across contexts?
Methodology – Data generation Phase 1: 23 teacher candidates 2007
Lesson plans, Video transcripts, Written reflections Senior Lesson debriefs methods (46 lessons) course Interviews Lesson plans Phase 2: Tamara, Sami, Dave F-AfAm F-ESL MVideo transcripts 2007-8 Interviews Fifth-year EuAm Rural Suburban Seminar meetings internship Urban lessons) Dave Lesson plans Phase 3: (24 Video transcripts 2008-9 Interviews First-year (10 lessons) teaching
Methodology - Data analysis • • • • • • •
Interpretive fieldnotes Stimulated recall interviews Initial memos Transcription Memoing Coding “key” moments Identifying and tracking patterns
How are interactional frames negotiated?
What pedagogical genres emerge?
How do these genres change across time/context?
Timeline
Phase 3 Analysis Writing Job Search Defen se
2012
2011
2010
Phase 2
2009
2008
2007 Phas e1
Chapter outline 1.
2.
3.
4. Overview
5. Data chapter
7.Data chapter
6.Data Chapter
9.Development
10.Impl/Conc.
Comparing senior large group to 6 interns and 1 1st year
Tamara: code-switching in an urban school
Sami: authority in a rural school
Dave: hypothetical narrative in a suburban school
Process – how do genres change as the individual’s skills develop?
Researchers – using an emergentist framework that extends prior cognitive, sociocultural, and dialogic research
When does improvisation occur? What does it look like? What genres emerge over time and across contexts?
How does Tamara, an AAL speaker, use and understand this resource in ELA Discussion
How does Sami, a nonnative Eng. speaker, establish authority during writing workshop activities?
How does Dave use hypothetical narrative to explain concepts in ELA and SS
Ensemble – how do genres change as a secondary class (including teacher) develop as an ensemble?
English educators – focus on practices/genre in pre-service ELA methods courses
Routine – how do genres change over time and across contexts?
Teachers – responsive teaching
DAVE: ((laughs)) So imagine…We start digging our trench on the twenty yard line. We're digging as hard and as fast as we can because we know they're coming to get us. And we dig this maybe six foot deep trench. What would it be like when we're in there? MATT: What weapons would we have? … ERICA: Wouldn't they like see, if they're (running) wouldn't they like see that there's a hole?
DAVE: It would be tough to hide. So let's think about it: what would it be like if we're in the trenches? How would it feel? TOM: Boring … MARY: I would feel claustrophobic. Because they're like ?? on top of you. DAVE: Alright. PENNY: Yeah but they're-AMY: But you'd kind of feel powerful.
DAVE: OK, they would see the hole, but how would they get over to us?
PENNY: --?? they couldn't get to you.
…
AMY: Yeah, I'd feel safe.
AMY: They probably wouldn't be able to get over anyways because if we're just like sitting there we could probably just like shoot them before they could get over a fence.…
DAVE: OK, you would kind of feel safe, sometimes. STUDENT: Hiding in a hole?
((laughter)) .... S: So basically, participial is when you use a verb and you end it with "-ing"? or "ed"? and most of the time you start a sentence with that, for example, uh not all the time, your example you didn't start the sentence with that. "Trying to pay attention in class was a hard job for me because I was distracted with these two students sitting on my left and right." See? This is participial.
Journal Frame
N: …mine's not very good, but I'll read it out for you. “Yesterday, I was kicked out of class because of something that, uh, that was not even a big deal. The teacher looked--or took--a little thing and turned it into a big deal, which then got me kicked out of class, this class is—”
LAVERNUS: "My word what wisdom. You’ll regret dispensing it." NATHAN: "If you weren't my father, I'd--" COLBY: OOH! NATHAN: "--I'd say your mind had gone." LAVERNUS: "You woman’s slave! don't come hollering to me." COLBY: Oh! NATHAN: "Go on, make remarks and never listen to an answer." COLBY: Ooh! DONNIE: Sawdy! ((laughter; comments erupt)) TAMARA: OK, so what's going on now between these two?
COLBY: He called him a loggerhead! ((laughter)) TAMARA: Yeah, absolutely! So what's going on between them? … STUDENT: They putting her to death and they don't think it's fair and the um ?? the dad’s rules how he just doing it all for himself. … COLBY: He's sawdy or something. NATHAN: Because his son isn't siding with him. … TAMARA: His son is also against his rule. Absolutely. He's seeing for the very first time that his son is also against his rule as well. Just like Antigone. He didn't agree with it. But at the same time he never spoke up either. Just like the whole city.…
Overview Problem statement & Proposed response Literature review
Theoretical framework Methodology Timeline
Performance Individual Precedent Language development Teacher development Methods course design Research on methods
Development Practice During Cognitive Sociocultural Dialogic
Dialogic genre Collaborative emergence Interactional frames Senior Tamara Lesson plans Intern Sami Video transcripts 1st year Dave Interviews 2009 – Data collection/Memoing 2010 – Writing data chapters 2011 – Defense/Job search
Problem statement – Unexpected development Unexpectedness Performance
Development
Individual
Practice
Precedent
During
Literature Review – Cognitivism, Socioculturalism, Dialogism Lang. Dev Theory
Cognitivist: Mental rules shape adoption of language patterns
Sociocultural: Participation in context shapes language use
Dialogic: Prior connotation, present audience shape language use
Teach. Dev. Theory
Course design
Research
Prior teacher thinking
Expert schema
Changes in thinking
Context? Prior teacher beliefs/culture
Teacher/student background, tools
Emergence? Negotiated practice
Changes in beliefs/ Cultural constraints
Changes in Shared practices discursive genres
Theoretical framework Dialogism, Improvisation, and Frames Bakhtin’s dialogism: •Discourse is constrained and open to unexpectedness •Genres of discourse are “relatively stable” and “flexible” •Speakers can make use of the multivocal properties of an utterance Sawyer’s improvisation: •Improvised dialogue is collaborative emergence •Processual intersubjectivity, social causation, metapragmatics (Meaning is proposed, established features constrain, direction is implied) •Development of process, ensemble, and routines Goffman’s interactional frame: • The “definition of a situation” is sometimes emergent
Research Questions 1. How are interactional frames improvised during English Language Arts activities? 3. What pedagogical genres emerge from this improvisation? 5. How do the discursive features of the genres change over time? 7. How do the discursive features of these genres change across contexts?
Methodology – Data generation Phase 1: 23 teacher candidates 2007
Lesson plans, Video transcripts, Written reflections Senior Lesson debriefs methods (46 lessons) course Interviews Lesson plans Phase 2: Tamara, Sami, Dave F-AfAm F-ESL MVideo transcripts 2007-8 Interviews Fifth-year EuAm Rural Suburban Seminar meetings internship Urban lessons) Dave Lesson plans Phase 3: (24 Video transcripts 2008-9 Interviews First-year (10 lessons) teaching
Methodology - Data analysis • • • • • • •
Interpretive fieldnotes Stimulated recall interviews Initial memos Transcription Memoing Coding “key” moments Identifying and tracking patterns
How are interactional frames negotiated?
What pedagogical genres emerge?
How do these genres change across time/context?
Timeline
Phase 3 Analysis Writing Job Search Defen se
2012
2011
2010
Phase 2
2009
2008
2007 Phas e1
Chapter outline 1.
2.
3.
4. Overview
5. Data chapter
7.Data chapter
6.Data Chapter
9.Development
10.Impl/Conc.
Comparing senior large group to 6 interns and 1 1st year
Tamara: code-switching in an urban school
Sami: authority in a rural school
Dave: hypothetical narrative in a suburban school
Process – how do genres change as the individual’s skills develop?
Researchers – using an emergentist framework that extends prior cognitive, sociocultural, and dialogic research
When does improvisation occur? What does it look like? What genres emerge over time and across contexts?
How does Tamara, an AAL speaker, use and understand this resource in ELA Discussion
How does Sami, a nonnative Eng. speaker, establish authority during writing workshop activities?
How does Dave use hypothetical narrative to explain concepts in ELA and SS
Ensemble – how do genres change as a secondary class (including teacher) develop as an ensemble?
English educators – focus on practices/genre in pre-service ELA methods courses
Routine – how do genres change over time and across contexts?
Teachers – responsive teaching
DAVE: ((laughs)) So imagine…We start digging our trench on the twenty yard line. We're digging as hard and as fast as we can because we know they're coming to get us. And we dig this maybe six foot deep trench. What would it be like when we're in there? MATT: What weapons would we have? … ERICA: Wouldn't they like see, if they're (running) wouldn't they like see that there's a hole?
DAVE: It would be tough to hide. So let's think about it: what would it be like if we're in the trenches? How would it feel? TOM: Boring … MARY: I would feel claustrophobic. Because they're like ?? on top of you. DAVE: Alright. PENNY: Yeah but they're-AMY: But you'd kind of feel powerful.
DAVE: OK, they would see the hole, but how would they get over to us?
PENNY: --?? they couldn't get to you.
…
AMY: Yeah, I'd feel safe.
AMY: They probably wouldn't be able to get over anyways because if we're just like sitting there we could probably just like shoot them before they could get over a fence.…
DAVE: OK, you would kind of feel safe, sometimes. STUDENT: Hiding in a hole?
((laughter)) .... S: So basically, participial is when you use a verb and you end it with "-ing"? or "ed"? and most of the time you start a sentence with that, for example, uh not all the time, your example you didn't start the sentence with that. "Trying to pay attention in class was a hard job for me because I was distracted with these two students sitting on my left and right." See? This is participial.
Journal Frame
N: …mine's not very good, but I'll read it out for you. “Yesterday, I was kicked out of class because of something that, uh, that was not even a big deal. The teacher looked--or took--a little thing and turned it into a big deal, which then got me kicked out of class, this class is—”
LAVERNUS: "My word what wisdom. You’ll regret dispensing it." NATHAN: "If you weren't my father, I'd--" COLBY: OOH! NATHAN: "--I'd say your mind had gone." LAVERNUS: "You woman’s slave! don't come hollering to me." COLBY: Oh! NATHAN: "Go on, make remarks and never listen to an answer." COLBY: Ooh! DONNIE: Sawdy! ((laughter; comments erupt)) TAMARA: OK, so what's going on now between these two?
COLBY: He called him a loggerhead! ((laughter)) TAMARA: Yeah, absolutely! So what's going on between them? … STUDENT: They putting her to death and they don't think it's fair and the um ?? the dad’s rules how he just doing it all for himself. … COLBY: He's sawdy or something. NATHAN: Because his son isn't siding with him. … TAMARA: His son is also against his rule. Absolutely. He's seeing for the very first time that his son is also against his rule as well. Just like Antigone. He didn't agree with it. But at the same time he never spoke up either. Just like the whole city.…
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