Level[ing] the field: Negotiating positions of power as a pre-service teacher

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Mark R. Meacham (Creator)
Amy Vetter, Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: Set in an undergraduate Secondary English Education Program, this qualitative study draws on theories of power, positioning, and identity to explore how positions of power affect teacher identity construction. Drawn from a larger study, the authors examine how one preservice teacher negotiated positions of power with students in ways that enabled and prohibited him from enacting his preferred teacher identities. In addition, the authors investigated how Jay engaged in reflection about those positions of power through a video analysis project that used discourse analysis and positioning theory. Ultimately, this study contributes to research in teacher education focused on how video analysis can be used to engage students in critical reflection about how positions of power affect teacher identities.

Additional Information

Action in Teacher Education, 35(4), 230-251. https://doi.org/10.1080/01626620.2013.827598
Language: English
Date: 2013
teacher education, English education, identity

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