This presentation is part of a larger project that aims to gain an in-depth understanding of disciplinary literacy in primaryschool teacher education in Sweden, including for example teacher educators’ beliefs about literacy practices. In thepresentation we will discuss the results from a sub-study of three teacher educators’ talk about literacy in relation totheir teaching practice and about students’ writing in their respective discipline, namely biology, Swedish (comparativeliterature) and mathematics. Nexus analysis, based on mediated discourse theory (Scollon & Scollon 2004), is used asthe analytic framework focusing on the concepts of ‘social action’, ‘historical body’ and ‘discourse in place’. Drawingon dialogical interviewing principles (Way et al. 2015), semi-structured interviews were conducted on Zoom at auniversity in the south of Sweden. Analysis revealed clashes between the historical body of the participants and thediscourses in place due to the intricate web of literacies and interdisciplinary fields that teacher educators need tonavigate. We argue that this type of meta-methodological perspective, in which the social actions of the participantscome to the fore, can clarify the complex connections inherent in literacy practices as opposed to common proceduresin the field such as think-aloud protocols and expert-novice distinctions.

References

Way, A., Kanak Zwier, R., & Tracy, S. J. (2015). Dialogic Interviewing and Flickers of Transformation: An Examination and Delineation of Interactional Strategies That Promote Participant Self-Reflexivity. Qualitative Inquiry,21(8), 720–731.

Scollon, R. & Scollon, S.W. (2004). Nexus Analysis. Discourse and the Emerging Internet. London & New York:Routledge Taylor & Francis Group.