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Understanding The Language Of The Occupy Movement: A Cognitive Linguistic Analysis, Theresa Catalano, John W. Creswell
Understanding The Language Of The Occupy Movement: A Cognitive Linguistic Analysis, Theresa Catalano, John W. Creswell
Department of Teaching, Learning, and Teacher Education: Faculty Publications
In the expanding area of narrative inquiry, researchers often battle with the decision of how to analyze/interpret data. The aim of this article is to propose the use of cognitive linguistics as a tool in narrative analysis using as a case illustration interviews conducted in October/November 2011 with participants in the Occupy movement (Occupy). Results expose important metaphors/metonymies that reveal much about the perception of the movement by its inceptors. Not only did the analysis present the movement as a war and a force against government corporations, oppression, and inequality, but it was also seen as a strong structure and …
Empowering Pre-Service Teacher Supervisors’ Perspectives: A Relational-Cultural Approach Towards Mentoring, Liisa Uusimaki
Empowering Pre-Service Teacher Supervisors’ Perspectives: A Relational-Cultural Approach Towards Mentoring, Liisa Uusimaki
Australian Journal of Teacher Education
Positive relationship building between the university and the schools that receive their pre-service teachers are crucial to developing quality educators fit for the teaching profession. This paper presents an overview of a mentor workshop that was introduced by the professional experience unit of a regional university in Australia. The aim of the mentor workshop was to explore classroom teachers’ concerns when supervising pre-service teachers and find ways to better support them in the supervisor role. In addition, different ways and ideas about how to best meet the high (and growing) demand for professional experience placements were explored. Findings suggest that …