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dc.contributor.authorKeogh, Jayne
dc.contributor.editorChristopher N. Candlin & Srikant Sarangi
dc.date.accessioned2017-05-03T12:08:43Z
dc.date.available2017-05-03T12:08:43Z
dc.date.issued2010
dc.date.modified2011-07-26T09:30:34Z
dc.identifier.issn14797887
dc.identifier.doi10.1558/japl.v7i1.51
dc.identifier.urihttp://hdl.handle.net/10072/39088
dc.description.abstractPracticum is a highly valued component of teacher education programs, providing opportunities for preservice teachers to observe, learn and trial effective teaching in partnership with experienced mentor-teachers. To date, little research has investigated how school-based practicum relationships are interactively achieved, turn-by-turn, in situ. Employing a single case study, this paper analyses a conversation between a mentor teacher and a preservice teacher about high-stakes assessment of the teacher-mentee's practices. Methods derived from conversation and membership categorisation analysis reveal that the participants assemble a pleasant but asymmetrical mentoring relationship by means of a continuing three-part conversational structural arrangement in this particular educational site, talking-into-being mutually acceptable versions of teachers and of teacherly practices. However, opportunities for mutually mediated learning and relational knowing were lost. These findings suggest the need to examine additional examples of similar school-based mentoring conversations about evaluation to see whether the analytic phenomena revealed here are typical or atypical of such institutional interactions.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoen_AU
dc.publisherEquinox Publishing Ltd.
dc.publisher.placeUnited Kingdom
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom51
dc.relation.ispartofpageto73
dc.relation.ispartofissue1
dc.relation.ispartofjournalJournal of Applied Linguistics and Professional Practice
dc.relation.ispartofvolume7
dc.rights.retentionY
dc.subject.fieldofresearchEducation not elsewhere classified
dc.subject.fieldofresearchCognitive Sciences
dc.subject.fieldofresearchLinguistics
dc.subject.fieldofresearchcode139999
dc.subject.fieldofresearchcode1702
dc.subject.fieldofresearchcode2004
dc.title(In)forming Formal Evaluation: Analysis of a Practicum Mentoring Conversation
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyrightSelf-archiving of the author-manuscript version is not yet supported by this journal. Please refer to the journal link for access to the definitive, published version or contact the author[s] for more information.
gro.date.issued2010
gro.hasfulltextNo Full Text
gro.griffith.authorKeogh, Jayne E.


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