Abstract
This study presents an analysis of two teacher educators’ discursive moves. The participants were two teacher educators (TEs) and 46 prospective teachers enrolled in a classroom teaching program. Five coconstructivist teaching implementations were conducted and video recorded. The video-based data were analyzed through systematic observation in two phases: coding and counting. The TEs staged a wide range of discursive moves incorporating 10 higher-order categories (e.g., communicating, evaluating-judging-critiquing, challenging, and seeking evidence) and 39 subcategories. Communicating, monitoring-framing, and evaluating-judging-critiquing moves were found to be the most prominent enacted moves. Recommendations were offered for the professional development of TEs.
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