Service-learning, Writing and Reflection: A Bakhtinian Analysis

被引：1
|
作者：
Hallman, Heidi L. [1 ]
Burdick, Melanie N. [2 ]
机构：
[1] Univ Kansas, Dept Curriculum & Teaching, Lawrence, KS 66045 USA
[2] Washburn Univ, English, Topeka, KS 66621 USA
来源：
CHANGING ENGLISH-STUDIES IN CULTURE AND EDUCATION | 2018年 / 25卷 / 04期
关键词：
Service-learning; prospective teachers; dialogism; writing;
D O I：
10.1080/1358684X.2018.1504619
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This article presents a study of prospective teachers' writing about service-learning experiences. Focusing on three teachers' writing about their work with students who are 'at-risk' of school failure, this article outlines how Bakhtin's theory of dialogism assists in understanding the responsive quality of writing. Specifically, the article depicts how Bakhtin's concepts of heteroglossia, internally persuasive discourse and answerability are present within teachers' texts. Through exploring prospective teachers' writing as related to their work within service-learning contexts, this article explores how writing becomes a site for inquiry and reflection for prospective teachers to consider the act of teaching.
引用
收藏
页码：331 / 350
页数：20
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