THE WEB OF POWER RELATIONS AND THE SCHOOL REGULATIVE DISCOURSE DURING PROSPECTIVE TEACHERS’ TEACHING PRACTICES

Anna Asimaki, Vasiliki-Eleni Selechopoulou, Gerasimos Koustourakis

Abstract


The purpose of this paper, which utilises Foucault’s theoretical framework, is to study the effect the existent web of power relations and the school regulative discourse have on the formation of the students as teacher-subjects, during their teaching practice organised by a Department of Primary Education in Greece. The data were collected using two research tools: the interview and observation. The research findings showed that power relations are formed between the mentors and the students. Moreover, the mentors’ action unfolds on three levels. They simultaneously act as supervisors and evaluators, as lead-teachers in the classroom and as role-models for the students. It is through their action that the students become familiarized the school regulative discourse. The majority of the students conform to the norms of the school regulative discourse and obey the controls exercised by the mentors, during their practicum.

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teacher education; teaching practice; power; regulative discourse; knowledge

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DOI: http://dx.doi.org/10.46827/ejes.v8i2.3567

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