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The purpose of this study was to investigate the praxis (theory and practice) of oral language by student teachers during their practicum. Specifically, this study identified and described the factors which 13 British Columbia student teachers perceived of as affecting the establishment of an orally interactive environment within their practicum classroom. Through the analysis of dialogue journals, interviews, and questionnaires, 24 factors in 5 categories were identified and described that affect the development of orally interactive teaching. The factors were grouped into categories of knowledge, position, expectations, structures, and assumptions. This study concludes that the identification of factors affecting orality in the practicum can assist teacher education programs and teachers to more effectively address the potential of orality as a medium for negotiation and meaning making in the classroom.

The purpose of this study was to investigate the praxis (theory and practice) of oral language by student teachers during their practicum. Specifically, this study identified and described the factors which 13 British Columbia student teachers perceived of as affecting the establishment of an orally interactive environment within their practicum classroom. Through the analysis of dialogue journals, interviews, and questionnaires, 24 factors in 5 categories were identified and described that affect the development of orally interactive teaching. The factors were grouped into categories of knowledge, position, expectations, structures, and assumptions. This study concludes that the identification of factors affecting orality in the practicum can assist teacher education programs and teachers to more effectively address the potential of orality as a medium for negotiation and meaning making in the classroom. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

published_or_final_version / abstract / Education / Master / Master of Education

published_or_final_version / abstract / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

Not available / text

No description available.

Since 1943, six studies have been made of speech education in Oregon public schools. Several make reference to forensics, but none discuss this aspect of speech education in depth. As a result, the role of forensics in the schools has been assumed or denied. With the educational situation as it is, however, it is necessary that we have a greater under.standing of the relationship between forensics and general speech education and language arts education.

Listening for learning during lectures has been established to be a staged process. Listening's role during didactic andragogical events in the Bulawayo Polyte9hnic Business Studies Department's Business Communication lectures was investigated. Both the qualitative and the quantitative data gathered contributed to a statistical groundstructure and an ethnomethodological outline, which together combined into a balanced description of the listened learning .p rocess in that tertiary learning environment. Data sources included student and lecturer responses as well as observed learning during communicativeness skills development, and whilst learning in lectures and tutorials. The related literature was supported by the study's findings, confirming that individuals perceive, interpret and evaluate information directly in accordancewith their own lifeworld. This includes own learned technique which derives from inherent oral or literate culture base as well as from personal cameral preferences and endowments. The consequent individually different listened learning range constitutes a conventional normal dispersion. / Educational Studies / M. Ed. (Didactics)