Shifting power relations in “the getting of wisdom”

Ritchie, Stephen M.; Rigano, Donna; Lowry, Ruth

doi:10.1016/s0742-051x(99)00053-0

Cited by 17 publications

(10 citation statements)

References 27 publications

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“…In order for their relationship to thrive, there needs to be balanced power dissemination (Cazden 1988). Ritchie, Rigano and Lowry (2000) studied the process of developing wisdom of practice through shifting power relations. They suggest that 'by chipping away at perceived hierarchical relationships together we might enhance the professional development of student and beginning teachers (Ritchie, Rigano and Lowry 2000, 176).…”

Section: Mentor-student Teacher Relationshipmentioning

confidence: 99%

“…With the use of phenomenography, we seek to describe and compare the ways that mentors and student teachers view different situations in their experience. Moreover, Ritchie, Rigano and Lowry (2000) suggest that, in order to understand power relations, 'it is instructive to study the discourses used by individuals and groups, with respect to each other' (Ritchie, Rigano and Lowry 2000, 166). Thus, this study invited the participants to position themselves through their journaling (Davies and Harre 1999) in reference to their experience at different times within one semester, ensuring triangulation by data source (Denzin 1978).…”

Section: Data Collectionmentioning

confidence: 99%

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The diverse facets of power in early childhood mentor–student teacher relationships

Loizou

2011

European Journal of Teacher Education

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The aim of this study was to describe the diverse experiences of early childhood student teachers and mentors during the teaching practicum over the period of one semester, and trace power aspects within the relationship of 20 dyads. Data collection included repeated entries within a reflective journal, following specific guiding questions. The data were analysed using patterns of common reference to relationship issues. Findings of the study identified trends of power which present a powerful mentor and an empowered student teacher in relation to practicum issues. Both parties exhibited powerful behaviour in different situations, suggesting that a healthy professional relationship allows for parallel contribution. Thus, when considering teaching practicum for student teachers and programmes for mentors, an elaborated discussion on the diverse facets of power should take place.

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Section: Mentor-student Teacher Relationshipmentioning

confidence: 99%

Section: Data Collectionmentioning

confidence: 99%

The diverse facets of power in early childhood mentor–student teacher relationships

Loizou

2011

European Journal of Teacher Education

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“…The study of discourse focuses on socially acceptable language, thought, and action expected of cooperating teachers and student teachers in their learning dialogues (Gee, 1990). Discourses define opportunities and limitations in social interaction (Ritchie et al, 2000), providing a useful lens for understanding the power play between cooperating and student teachers. Close examination of student teacher-cooperating teacher planning talk sheds light on the social norms for expertnovice discourse during co-planning, and what happens when those norms are breached (Brown, 1993).…”

Section: Examining Expert-novice Roles and Discoursementioning

confidence: 99%

Negotiating power and pedagogy in student teaching: expanding and shifting roles in expert–novice discourse

Smith

2007

Mentoring & Tutoring: Partnership in Learning

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“…In particular, we know little about how a newcomer in a high-stakes entry relationship manages to gain entry into an existing discourse community and to incorporate her own discourse and ideas into this community. Few studies have provided rich descriptions of the tensions inherent in the cooperating teacher-student teacher relationship (Ritchie, Rigano, & Lowry, 2000), or how these tensions are managed when helping a novice teacher join the discourse community.…”

Section: Joining a Professional Discourse Communitymentioning

confidence: 99%

Learning to Talk Like a Teacher: Participation and Negotiation in Co-planning Discourse

Smith

2005

Communication Education

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A new teacher's progress from novice to expert involves learning not only discipline-specific content and pedagogy, but also norms for how to talk in the community of practice. Through participation in joint planning conversations with experienced teachers, student teachers learn how to talk about planning lessons and units. This learning, though, is a two-way process. The encounter between experienced members and new members is an integral part of ongoing renewal in a community of practice. These encounters, however, can arouse tensions between the goals of the two parties, tensions that are particularly difficult to manage in a hierarchical and high-stakes cooperating teacher-student teacher relationship. An examination of the negotiations between an experienced teacher and a novice teacher during joint planning indicates that participating in a community of practice requires new members to evolve productive ways of challenging the assumptions and practices of the community, ways of negotiating shared practices and discourse with more established members. This study warrants reconceptualization of student teacher preparation to embrace not only competence through participation in collaborative planning, but also opportunities to negotiate new discourses of planning.

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Shifting power relations in “the getting of wisdom”

Cited by 17 publications

References 27 publications

The diverse facets of power in early childhood mentor–student teacher relationships

The diverse facets of power in early childhood mentor–student teacher relationships

Negotiating power and pedagogy in student teaching: expanding and shifting roles in expert–novice discourse

Learning to Talk Like a Teacher: Participation and Negotiation in Co-planning Discourse

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