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Reflections of Brazilian English language teacher educators: a discourse analysis of introspective and collaborative approaches to professional awareness
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Identity construction through narratives: a corpus-based discourse analysis of student teacher discourse
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Abstract:
peer-reviewed ; In this chapter, our aim is to examine the experiences recounted in the shared professional discourse of student teachers during their teacher education programme. This is done against the belief that ‘experience becomes linguistically and socio-culturally transformed through narrative genres and through the activity of recounting experiences for, to, and with particular interlocutors’ (Ochs, 2006, p. 64). The ultimate goal is to investigate the ways in which the interactions provide scope for the sharing of experience, and in turn, the co-construction and development of knowledge and identity. This is a unique chapter in this volume in that it draws on a corpus of teacher discourse, which is a new endeavor in LTE. ; ACCEPTED ; Peer reviewed
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Keyword:
corpus linguistics; narrative analysis; teacher identity
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URL: http://hdl.handle.net/10344/6260
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Tracing the reflective practices of student teachers in online modes
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Turn initiators in professional encounters: teacher education discourse in an Irish university setting
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Students engagement in reflective tasks: an investigation of interactive and non-interactive discourse corpora
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Online reflections: the implementation of blogs in language teacher education
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