French Discourse Analysis framework of discursive formations and enunciative modalities applied to EE teacher training¶

Theory · All theories
Evidence · no claims cited

Description¶

The study adopts French Discourse Analysis, in which "discourse" is written or oral text studied in terms of its meaning in a social context, and discourses are rule-bound sets of statements that impose limits on what gives meaning. The analysis uses the concepts of "discursive formation" and "conditions of production/context," treating Brazilian legislation, the pedagogical project, and the curricular matrix as "enunciative modalities" that interact with and influence pre-service teachers' discourses. Identifying recurrent discursive formations among students indicates which discourses will circulate in schools and can substantiate curricular changes.

Design Implications¶

Context¶

Requirements¶

• An analytical corpus situated in the political, social, and historical context of the participants, including legislative documents, course outlines, and participant discourse data

Constraints¶

• The authors note it is impossible to completely eliminate the influence of question structure and the questionnaire completion context on participants' responses

Target Learners¶

• pre-service science and biology teachers in undergraduate teacher training

Target Learning Objectives¶

• understanding meanings and discursive formations of environmental education in initial teacher training

Claims¶

Related Theories¶

• Sauvé's taxonomy of fifteen currents of environmental education

Examples¶

• Foster citizenship and prevent silencing of environmental conflicts and risks in school EE
• Use brainstorming questions that probe a subject's social life and prior discursive handling

Key Sources¶

• Elizabeth Bozoti Pasin and Reinaldo Luiz Bozelli. (2016). An Analysis of Curriculum and Undergraduate Students' Discourses about Environmental Education: A Debate Concerning Teacher Training. International Journal of Environmental & Science Education, 11(18), 12197-12234. https://eric.ed.gov/?id=EJ1122668