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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.
Access Type
Thesis-ISU Access Only
Recommended Citation
Maney-Magnuson, Shannon, "The Trouble with the Doing Part: Coming to See the Need for Dialogism as a Stance in English Teacher Education Field Instruction" (2025). Theses and Dissertations. 2117.
https://ir.library.illinoisstate.edu/etd/2117