IRE/F Structure Analysis in Student Expositions during Nursing Practices with SDISGSEQ
Introduction. In clinical nursing practices where a student presents a class topic, the way in which discourse takes place has a complex formation that places him in an active subject position, but always under the coordination of the teacher. Presentations and activities carried out by the presente...
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Published in | Revista electrónica de investigación psicoeducativa y psicopedagógica Vol. 15; no. 2; pp. 422 - 440 |
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Main Authors | , , , |
Format | Journal Article |
Language | English Spanish |
Published |
Almeria
Universidad de Almería
01.09.2017
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Subjects | |
Online Access | Get full text |
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Summary: | Introduction. In clinical nursing practices where a student presents a class topic, the way in which discourse takes place has a complex formation that places him in an active subject position, but always under the coordination of the teacher. Presentations and activities carried out by the presenter in practice involve discourse-guided instruction sequences, as well as teaching methodologies used by the teacher, but transferred through discourse, which is important due to its action within class makes it a dynamic interaction element between teachers and students. The objective of the present research was to analyze discursive sequences of the presenter using SDIS-GSEQ software to understand their participation in class. Method. Participants were second-semester students, eighth-semester students as practitioners, and a teacher, all of whom belonged to the FESI-UNAM Nursing Bachelor’s Degree. Classes were recorded and later information was analyzed using SDIS-GSEQ software based on a discursive categories system. Results. Obtained results show the presenter acting in three different ways: as an expert teaching students, as a trainee when taught by teacher and practitioners, and as an equal among students. Discussion and Conclusions. It was concluded that the presenter can act with the student as a knowledge mediation agent, or of prevention in the discursive interaction between teacher and students by means of generating discrete monologues among experts. |
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ISSN: | 1696-2095 1699-5880 1696-2095 |
DOI: | 10.14204/ejrep.42.16075 |