An Examination of Students’ Positioning in a Teacher Study Group and Assumed Rights and Duties of Teachers

• In Event: Roundtable Session 1
  In Roundtable Session: Perceptions and Positionings Related to Lives of Teachers

Abstract

I will analyze 33 hours of video data of a Teacher Study Group using positioning theory (Harré & van Langenhove, 1999). The purpose of this study is to understand characteristics of co-constructed positionings of students among teachers. Also, I will examine assumed teachers’ rights and duties for each student positionings. This study will add on literatures about spoken interaction in TSG context. It will also be informative to facilitators, teacher educators, and teacher education material developers as it suggests positioning theory as a nuanced lens to understand teacher-teacher interaction, and as it discusses what teachers accepts as their rights and duties.

Author

• Heejoo Suh, Michigan State University