"The Trouble with the Doing Part: Coming to See the Need for Dialogism " by Shannon Maney-Magnuson

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Graduation Term

Spring 2025

Degree Name

Master of Science (MS)

Department

Department of English

Committee Chair

Danielle Lillge

Committee Member

Maggie Morris-Davis

Abstract

In teacher education, program-supported clinical experience is widely valued, but exactly how field instructors engage in their teaching is an area of educational research that remains underdeveloped. To better understand the way in which my field instruction impacts the pre-service teachers (PSTs) I serve, I asked the research question: How does my work as a field instructor open or foreclose opportunities for genuine critical inquiry in my English Language Arts (ELA) methods clinical as pre-service teachers work to enact their frameworks for socially just ELA instruction? I engaged in a semester-long teacher-research study within the clinical component of an ELA methods course. Using discourse analysis tools, I analyzed data from PSTs’ post-teaching reflection cycle, focusing specifically on sites of interaction. My analysis revealed how my own uninterrogated didactic framework obstructed PSTs’ inquiry processes. Implications of this study include my own recognition of dialogism as a stance rather than a structure, a need to continue engaging in data analysis within the time of instruction, and a call for continued practitioner research in the work of field instruction.

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Thesis-ISU Access Only

Available for download on Friday, December 26, 2025

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