Characteristics of Literary Discourse by Co-Teaching in Elementary School
The international trends in pre service teacher academia training programs seek to provide a response to raising the quality of teaching students. Strengthen their ability to cope with complex situations in the classrooms and to integrate them into the education system for a long period of time. It has been found that programs based on clinical training approaches creates collaborative learning communities that helps promote a significant training process and improve teaching quality (Aubusson & Schuck, 2013).
Our study was conducted in three schools between 2015 and 2018. The participants are fifteen pre service teachers and six training teachers. The study was conducted as part of training program, which combines a meaningful three-day teaching experience. The teaching of literature lessons was executed in the form of co-teaching: two teachers - one Expert and the other a Novice.
The purpose of the study is to examine the characteristics of literary discourse in the process of constructing the interpretation of the literary texts using co-teaching at elementary school.
The study is qualitative and based on two perceptions. The first is the perception of the ambiguity of the literary text and its non-definition as a central challenge of literary discourse (Iser, 2006). The second is the 'Discourse Analysis' approach which focuses on the use of language in a social context. This helps characterize the literary discourse taking place in the class by identifying recurring themes (Kupferberg, 2010).
The data collected by writing reflections, recording, transcription and observations conducted by the researchers. In analyzing the data three categories were found that characterize the literary discourse: (1) An empathetic, open and respectful dialogue - in which there is room for a broad range of interpretative voices; (2) Critical thinking - which supports creativity and personal involvement; (3) Values - a literary discourse that encourages value-based behavior and promotes tolerance and talking accountable (Michaels, O'Connor & Resnick, 2008).
These findings emphasize the central role of using co-teaching in literature lessons as a promoter and structure of an interpretive learning environment that gives freedom of thought to the individual and interpersonal to all of the discourse participants.
Keywords: Clinical Training, Co-Teaching, Elementary School, Literary Discourse
Aubusson, P., & Schuck, S. (2013). Teacher education futures: today’s trends, tomorrow’s expectations. Teacher Development, 17:3, 322–333.
Iser, W. (2006). The Act of Reading A Theory of Aesthetic Response. Jerusalem: The Magnes Press.
Kupferberg, I. (Ed.) (2010). Text and discourse analysis A RASHOMON of research methods. Beer Sheva: Ben Gurion University.
Michaels, S., O’Connor C., & Resnick L.B. (2008). Deliberative Discourse Idealized and Realized: Accountable Talk in the Classroom and in Civic Life. Studies in Philosophy and Education 27(4), 283–297.