Professional Discourse Community of Teachers through Critical Classroom Analysis within Teacher Education

This paper explores teacher discourses and the intricacies of discourse communities of teachers. A modest attempt is made to link the discussion to professional discourse community, teacher education, and language for specific purposes (LSP). Through this grounded approach to critical classroom discourse analysis, I intend to share insights gathered from classrooms of teacher learners interacting among themselves and with their teacher educator in a teacher education course. Findings suggest that teacher education courses serve as a fertile ground to examine teacher discourse and understand discourse community of teachers. Such insights, I hope, are useful to LSP practitioners and educators in general.