Kristina B. Lewis | University of Pennsylvania (original) (raw)

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Papers by Kristina B. Lewis

Within language teacher education (LTE), telling stories about their teaching allows novice teach... more Within language teacher education (LTE), telling stories about their teaching allows novice teachers to make sense of their experiences, explore problems and pedagogical strategies, and develop coherent identities as skilled language teachers. The stakes are high, though, when we ask—or require—novice teachers to talk about moments of challenge, or even failure, in front of their peers and evaluators. In this paper, I examine two stories told by one novice teacher—about the same teaching event, but framing this first as a success and then as a challenge—within an LTE course discussion to demonstrate how she works to position herself as a competent teacher even as her unfolding narrative seems to threaten this identity. By analyzing not only the content of her stories, but also the context and enactment of their telling—and by highlighting the LTE course instructor’s role as a co-narrator—I argue for the importance of understanding and supporting the complex work novice teachers enga...

Third-party complaints in teacher post-observation meetings

Journal of Pragmatics

Abstract This study examines a series of post-observation meetings between a novice language teac... more Abstract This study examines a series of post-observation meetings between a novice language teacher and a TESOL practicum mentor, focusing on how and why the teacher engages in complaining. We draw upon conversation analysis and narrative analysis to look at how the teacher's complaints are developed and responded to, as well as what they accomplish, within this institutional context. The data show the teacher uses a variety of interactional resources to construct her complaints, which surface key issues relevant to professional development. In response, the mentor displays a lack of affiliation and disattending to complaints, and by doing so, insulates his own professional competency and retains the focus on the institutional task at hand. Based on our analysis, we discuss implications for mentor practice.

This study investigates interactions between a novice language teacher and TESOL practicum mentor... more This study investigates interactions between a novice language teacher and TESOL practicum mentor during a series of post-observation meetings, focusing on how and why the teacher engages in complaining. We draw upon conversation analysis and narrative analysis to look at how the teacher’s complaints are developed and managed, as well as what they accomplish, within the institutional context. The data show the novice teacher uses a variety of interactional resources to construct complaints about her co-teacher, a peer observer, and the practicum course workload. We argue that complaints are relevant to reflective practice and show how the teacher’s complaints work to express beliefs about teaching and learning and to defend her competence and moral values as a novice teacher. Based on our analysis, we discuss implications for mentor practice. This article is available in Working Papers in Educational Linguistics (WPEL): https://repository.upenn.edu/wpel/vol34/iss1/1 Working Papers i...

Third-party complaints in teacher post-observation meetings.

Journal of Pragmatics, 2021

This study examines a series of post-observation meetings between a novice language teacher and a... more This study examines a series of post-observation meetings between a novice language teacher and a TESOL practicum mentor, focusing on how and why the teacher engages in complaining. We draw upon conversation analysis and narrative analysis to look at how the teacher's complaints are developed and responded to, as well as what they accomplish, within this institutional context. The data show the teacher uses a variety of interactional resources to construct her complaints, which surface key issues relevant to professional development. In response, the mentor displays a lack of affiliation and disattending to complaints, and by doing so, insulates his own professional competency and retains the focus on the institutional task at hand. Based on our analysis, we discuss implications for mentor practice.

Within language teacher education (LTE), telling stories about their teaching allows novice teach... more Within language teacher education (LTE), telling stories about their teaching allows novice teachers to make sense of their experiences, explore problems and pedagogical strategies, and develop coherent identities as skilled language teachers. The stakes are high, though, when we ask—or require—novice teachers to talk about moments of challenge, or even failure, in front of their peers and evaluators. In this paper, I examine two stories told by one novice teacher—about the same teaching event, but framing this first as a success and then as a challenge—within an LTE course discussion to demonstrate how she works to position herself as a competent teacher even as her unfolding narrative seems to threaten this identity. By analyzing not only the content of her stories, but also the context and enactment of their telling—and by highlighting the LTE course instructor’s role as a co-narrator—I argue for the importance of understanding and supporting the complex work novice teachers enga...

Third-party complaints in teacher post-observation meetings

Journal of Pragmatics

Abstract This study examines a series of post-observation meetings between a novice language teac... more Abstract This study examines a series of post-observation meetings between a novice language teacher and a TESOL practicum mentor, focusing on how and why the teacher engages in complaining. We draw upon conversation analysis and narrative analysis to look at how the teacher's complaints are developed and responded to, as well as what they accomplish, within this institutional context. The data show the teacher uses a variety of interactional resources to construct her complaints, which surface key issues relevant to professional development. In response, the mentor displays a lack of affiliation and disattending to complaints, and by doing so, insulates his own professional competency and retains the focus on the institutional task at hand. Based on our analysis, we discuss implications for mentor practice.

This study investigates interactions between a novice language teacher and TESOL practicum mentor... more This study investigates interactions between a novice language teacher and TESOL practicum mentor during a series of post-observation meetings, focusing on how and why the teacher engages in complaining. We draw upon conversation analysis and narrative analysis to look at how the teacher’s complaints are developed and managed, as well as what they accomplish, within the institutional context. The data show the novice teacher uses a variety of interactional resources to construct complaints about her co-teacher, a peer observer, and the practicum course workload. We argue that complaints are relevant to reflective practice and show how the teacher’s complaints work to express beliefs about teaching and learning and to defend her competence and moral values as a novice teacher. Based on our analysis, we discuss implications for mentor practice. This article is available in Working Papers in Educational Linguistics (WPEL): https://repository.upenn.edu/wpel/vol34/iss1/1 Working Papers i...

Third-party complaints in teacher post-observation meetings.

Journal of Pragmatics, 2021

This study examines a series of post-observation meetings between a novice language teacher and a... more This study examines a series of post-observation meetings between a novice language teacher and a TESOL practicum mentor, focusing on how and why the teacher engages in complaining. We draw upon conversation analysis and narrative analysis to look at how the teacher's complaints are developed and responded to, as well as what they accomplish, within this institutional context. The data show the teacher uses a variety of interactional resources to construct her complaints, which surface key issues relevant to professional development. In response, the mentor displays a lack of affiliation and disattending to complaints, and by doing so, insulates his own professional competency and retains the focus on the institutional task at hand. Based on our analysis, we discuss implications for mentor practice.