UCL Discovery
UCL home » Library Services » Electronic resources » UCL Discovery

The mediating role of talk-in-interaction in guided lesson planning in a pre-service TESOL training course: an ethnomethodological and activity-theoretic perspective

Morton, T; Gray, J; (2008) The mediating role of talk-in-interaction in guided lesson planning in a pre-service TESOL training course: an ethnomethodological and activity-theoretic perspective. In: Ellis, V, (ed.) Sociocultural Perspectives on Teacher Education and Development: New Directions for Research. Oxford University Research Archive (ORA): Oxford, UK. Green open access

[thumbnail of Morton and Gray 2008.pdf]
Preview
Text
Morton and Gray 2008.pdf

Download (109kB) | Preview

Abstract

In this paper we adopt a sociocultural perspective on second language (L2) teacher learning in investigating the interaction between teacher educators and student teachers in one activity within a teaching practicum on a initial TESOL teacher education programme – guided lesson planning. We are particularly interested in how the participants jointly accomplish the lesson planning activity through their talk-ininteraction, and in how the activity of guided lesson planning reflects conficting motives within the wider activity of L2 teacher education. We begin by briefly outlining a sociocultural perspective on teacher education, particularly the “sociocultural turn” in L2 teacher education. Within this persective, we describe some features of guided lesson planning as a site for teacher learning on initial teacher education programs. We then go on to describe the methodological tools we used for the study: ethnomethodologically-informed conversation analysis (CA) and an adapted stimulated recall procedure. We then use these tools in the analysis of a single case, in which one teacher educator works with a student teacher in planning a lesson. Using the lens of activity theory we suggest how different motives for the activity of guided lesson planning may lead to differences in the ‘rules’ for conducting the activity in the interaction, and to different constructions of the ‘object’ of the activity. We conclude by suggesting some implications of the study for the practice of guided lesson planning within the overall activity of L2 teacher education.

Type: Proceedings paper
Title: The mediating role of talk-in-interaction in guided lesson planning in a pre-service TESOL training course: an ethnomethodological and activity-theoretic perspective
Event: Sociocultural Perspectives on Teacher Education and Development Conference, 7-8 April 2018, Oxford, UK
Open access status: An open access version is available from UCL Discovery
Publisher version: https://ora.ox.ac.uk/objects/uuid:e3fa6c0b-c065-4c...
Language: English
Additional information: This is the published version of record. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: talk-in-interaction; guided lesson planning; TESOL teacher education; teaching and teacher education
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/10023102
Downloads since deposit
0Downloads
Download activity - last month
Download activity - last 12 months
Downloads by country - last 12 months

Archive Staff Only

View Item View Item