Lesson plans under scrutiny: a study on power relations in pre-service lesson plans

Authors

Keywords:

teacher education, lesson plans, pedagogic discourse, power

Abstract

This work aims at analyzing the pedagogic discourse used in lesson plans written by student-teachers taking a pre-service teaching practice course at university, with a view to understanding the intrinsic relationship that pedagogic discursive practices have with power. The paper reports on a study which involves the analysis of six lesson plans written by one student-teacher doing her last Teaching Practice Course at Universidad Nacional de Mar del Plata (Argentina). A Critical Discourse Analysis perspective is taken to analyze the student-teacher’s intentions to exercise control over the contributions of the students in terms of content, relations, and subject positions. Then, the force of the power behind the student-teacher’s pedagogic discourse practices is explored, leading to the conclusion that the very same conventions of lesson plans constrain their productions and serve to legitimize and reproduce institutional asymmetrical relations.

References

Bakhtin, M. (1986). Speech Genres and Other Late Essays. Austin, Texas: University of Texas Press.

Bernstein, B. and Díaz, M. (1984). Hacia una teoría del discurso pedagógico. Collected Original Resources in Education (CORE), 8 (3). Accessed from http://es.scribd.com/doc/101193169/Hacia-una-teoria-del-discurso-pedagogico-Bernstein-y-Diaz. Accessed 2 October 2013

Da Moitas Lopes, L. P. (1995). What is this class about? Topic formulation in an L1 reading comprehension classroom. In G. Cook and B. Seidlhofer (Eds.). Principle and Practice in Applied Linguistics (pp. 349-362). Oxford: Oxford University Press.

Fairclough, N. (2001). Language and Power (2nd ed). London: Longman.

Hassan, R. (2001). Understanding talk: directions from Bernstein’s sociology. Social Research Methodology, 4 (1), pp. 5-9.

Hoadley, U. (2006). Analyzing pedagogy: the problem of framing. Journal of Education, 40, pp. 15-34. Accessed from https://journals.co.za/content/joe/40/1.
Jaworski, A. and Coupland, N. Eds. (2006). The Discourse Reader (2nd ed.). London and New York: Routledge.

Malamah-Thomas, A. (1987). Classroom Interaction. Oxford: Oxford University Press.

Mayes, P. (2010). The discursive construction of identity and power in the critical classroom: Implications for applied critical theories. Discourse and Society, 21 (2), pp. 189-210.

Skidmore, D. (2002). A Theoretical Model of Pedagogic Discourse. Disability, Culture and Education, Vol. 1 (2), pp. 119-131.

Downloads

Published

29-03-2021

How to Cite

Regueira, A. L. (2021). Lesson plans under scrutiny: a study on power relations in pre-service lesson plans. Anales De Lingüística, (5), 195–217. Retrieved from https://revistas.uncu.edu.ar/ojs/index.php/analeslinguistica/article/view/4596

Issue

No. 5 (2020): Dossier: Adquisición y comprensión de la L2

Section

Dossier

License

Copyright (c) 2021 Anales de Lingüística

Licencia Creative Commons
Esta obra está bajo una Licencia Creative Commons Atribución 2.5 Argentina.

Los/as autores/as que publican en esta revista están de acuerdo con los siguientes términos:

1. Los/as autores conservan los derechos de autor y garantizan a la revista el derecho de ser la primera publicación del trabajo bajo una licecncia Creative Commons Atribución 2.5 Argentina (CC BY 2.5 AR) . Por esto pueden compartir el trabajo con la referencia explícita de la publicación original en esta revista.

2. Anales de lingüística permite y anima a los autores a difundir la publicación realizada electrónicamente, a través de su enlace y/o de la versión postprint del archivo descargado de forma independiente.

3. Usted es libre de:
    Compartir — copiar y redistribuir el material en cualquier medio o formato
    Adaptar — remezclar, transformar y construir a partir del material para cualquier propósito, incluso comercialmente.