"I'm Not Doing It Again, I Don't Want To": Revealing Storylines in Cara's Lesson Play

Autor/inn/en	Dooley, Thérèse; Grimes, Paul
Titel	"I'm Not Doing It Again, I Don't Want To": Revealing Storylines in Cara's Lesson Play
Quelle	In: For the Learning of Mathematics, 43 (2023) 2, S.47-51 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0228-0671
Schlagwörter	Mathematics Instruction; Classroom Communication; Lesson Plans; Preservice Teachers; Student Needs; Language Usage; Beginning Teachers; Practicums; Reflection; Student Attitudes; Teaching Methods; Learning Processes; Teacher Student Relationship; Elementary School Teachers + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Klassengespräch; Lesson planning; Unterrichtsplanung; Sprachgebrauch; Junior teacher; Junglehrer; Practicum; Praktikum; Praktika; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Teacher student relationships; Lehrer-Schüler-Beziehung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	In this article, we analyse a script of an imagined classroom interaction from the perspectives of politeness and positioning. The script was written by a prospective teacher, Cara, as part of her Lesson Play. The Lesson Play was prompted by her reflection on how the needs of students who are disaffected with mathematics might be met, an issue that arose for her during teaching practicum. She developed a lesson plan to address this issue and scripted an interaction that she envisaged might arise during its course. Our analysis revealed Cara's sophisticated awareness of the ways disaffected students use language to manage their face needs and also of the multiple positions and storylines that can be at play even in a short interaction. It also revealed her own storyline as a beginning teacher of mathematics. The analysis prompted us to consider the extent to which we invoke prospective teachers' insights and storylines in our courses, and how we might use these to support deeper examination of practice. We suggest that Lesson Play, particularly when based on teaching practicum, has the potential to reveal understandings and beliefs about mathematics teaching and learning that may not be captured elsewhere. (As Provided).
Anmerkungen	FLM Publishing Association. 382 Education South, University of Alberta, Edmonton, Alberta T6G 2G5, Canada. e-mail: flm2@ualberta.ca; Web site: https://flm-journal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01