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

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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/ojs3/index.php/analeslinguistica/article/view/4596

Issue

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

Section

Dossier

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Copyright (c) 2021 Anales de Lingüística

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