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Critical discourse analysis is used to unpack everyday language in collaborating teachers’ talk. Findings argue that repeated assumptions about experience position both participants within prefigured categories, sanctioning some practices while foreclosing others and enabling reproduction of pre-established practices that uphold power systems.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/discourses-of-experience-the-disciplining-of-identities-and-practices-in-student-teaching-article-8/593550/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/discourses-of-experience-the-disciplining-of-identities-and-practices-in-student-teaching-article-8/593550.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-19","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the paper’s central aim regarding student teaching?","Question",{"text":112,"@type":113},"To understand how teaching and learning ideas are structured and regulated in the student teaching component and how these ideas connect to constructed identities of the student teacher and collaborating teacher.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper analyze collaborating teachers’ language?",{"text":117,"@type":113},"It uses critical discourse analysis to unpack the everyday language used by collaborating teachers, showing how it supports particular claims about identity and practice.",{"name":119,"@type":110,"acceptedAnswer":120},"What is argued about experience and practice within student teaching?",{"text":121,"@type":113},"Through continued citation of assumptions about experience, student and collaborating teachers are constructed within recognizable categories, which sanctions some practices and forecloses others, enabling reproduction of pre-established teaching practices that uphold existing power systems.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593550,1792191667,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 39 | Issue 3 | Article 8 |\n| --- | --- |\n\n2014  \nDiscourses of Experience: The Disciplining of Identities and Practices in Student Teaching  \nAnita Sanyal Tudela  \nPontificia Universidad Católica de Chile, asanyal0708@gmail.com  \nRecommended Citation  \nSanyal Tudela, A. (2014). Discourses of Experience: The Disciplining of Identities and Practices in Student Teaching. Australian Journal of Teacher Education, 39 (3).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol39/iss3/8](http://ro.ecu.edu.au/ajte/vol39/iss3/8)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol39/iss3/8](http://ro.ecu.edu.au/ajte/vol39/iss3/8)  \nAustralian Journal of Teacher Education  \nDiscourses of Experience: The Disciplining of Identities and Practices in  \nStudent Teaching  \nAnita Sanyal Tudela  \nPontificia Universidad Católica de Chile  \nAbstract: The aim of this paper is to understand how ideas about  \nteaching and learning to teach are structured and regulated in the  \nstudent teaching component in university teacher education, and how  \nthese ideas are linked to the constructed identities of the student-and the  \ncollaborating teacher. I use critical discourse analysis to unpack the  \neveryday language of collaborating teachers. I argue that, through the  \ncontinued citation of assumptions about experience, the student teacher  \nand collaborating teacher are constructed within prefigured and  \nrecognizable categories. This process sanctions and forecloses particular practices. I argue that this mechanism makes way for the reproduction of  \npre-established teaching practices, which uphold systems of power.  \nIntroduction  \nThere is little dispute in teacher education about the importance and necessity of practical experience in learning to teach. Scholars and student teachers alike attest that a focus on practice is an essential cornerstone of good teacher education programs. In Chile and elsewhere, student teaching is a near universal component in university teacher education. There are studies of actual processes that highlight tensions and complexities in student teaching (Paris & Gespass, 2001; Zeichner, 2010; Martin, Snow, Franklin Torrez, 2011; others), however there remains unquestioned faith in the necessity of this practical experience (Britzman, 2003) .  \nThe aim of this paper is to understand how ideas about teaching and learning to teach are structured and regulated in the student teaching component in university teacher education, and how these ideas are linked to the constructed identities of the student teacher and the collaborating teacher. I am interested in uncovering the assumptions about teaching and learning to teach that are circulated in this space, and in making visible the practices that are legitimized and those that are foreclosed in the process.  \nI analyze the discourse of collaborating teachers to understand the ways the collaborating and student teacher are discursively constructed. I begin by discussing the role of discourse in the production of identities and practices. I next present the framework and modes of inquiry for analysis. In the analysis that follows I draw on everyday language at teacher meetings to support claims about how the student teacher and collaborating teacher are constructed, and about what practices are sanctioned. Throughout my analysis and the following discussion I pursue the argument that pre-established teaching practices are reproduced and regulated through the student teaching component, which upholds existing systems of power.  \nVol 39, 3, March 2014 153  \nAustralian Journal of Teacher Education  \nDiscourse as a Regulatory Mechanism  \nA Foucauldian perspective on discourse permits an understanding of its regulatory function. Discourses structure what knowledge is reasonable, possible and practical within specific fields, or delimited systems of meaning (Mills, 2004) . Professional everyday discourses sh","cbCaieCQGKIA1tgS","https://ap.wps.com/l/cbCaieCQGKIA1tgS","pdf",109111,13,"English","# Introduction\n## Discourses of Experience and Student Teaching Context\n## Discourses as a Regulatory Mechanism","[{\"question\":\"What is the paper’s central aim regarding student teaching?\",\"answer\":\"To understand how teaching and learning ideas are structured and regulated in the student teaching component and how these ideas connect to constructed identities of the student teacher and collaborating teacher.\"},{\"question\":\"How does the paper analyze collaborating teachers’ language?\",\"answer\":\"It uses critical discourse analysis to unpack the everyday language used by collaborating teachers, showing how it supports particular claims about identity and practice.\"},{\"question\":\"What is argued about experience and practice within student teaching?\",\"answer\":\"Through continued citation of assumptions about experience, student and collaborating teachers are constructed within recognizable categories, which sanctions some practices and forecloses others, enabling reproduction of pre-established teaching practices that uphold existing power systems.\"}]","Discourses of Experience: The Disciplining of Identities and Practices in Student Teaching - Article 8 | PDF",1792077463,33]