Resemiotized experience in classroom interaction: A student teacher’s interactional use of personal stories during teaching placement

Abstract

One of the most important points of contact that student teachers have with the teaching profession occurs during placement, as placement provides a prime opportunity for them to interact with pupils and to further develop their teaching. In this article, a mediated discourse analytical perspective is employed as a lens to study a student teacher during his final teaching placement, with the aim of exploring how resemiotizations of previous experiences in the shape of oral stories can be interactionally used in the classroom. The data consist of three video recorded oral presentations, two video recorded sessions in a classroom, interview data, and observational field notes. Due to its potential to link past multimodal semiosis to present-time actions, nexus analysis is employed as the method for analysis. By unpacking a student teacher’s use of oral stories in the classroom, the study demonstrates how stories are adaptable resources that can be used to mark proximity to pupils, and thus serve as a means to manage the interaction order in the classroom. This is an activity with relevance for the teaching profession and, by extension, student teachers' development of professional identity.