Status and inquiry in teacher communities

Livat Eshchar-Netz; Dana Vedder-Weiss; Adam Lefstein

doi:10.1016/j.tate.2021.103524

Status and inquiry in teacher communities

Livat Eshchar-Netz, Dana Vedder-Weiss, Adam Lefstein

School of Education

Research output: Contribution to journal › Article › peer-review

2 Scopus citations

Abstract

Taking a socio-cultural perspective on status, this study investigates how teachers' seniority, status, authority and power-relations shape veteran and novice teachers' learning in teacher communities. Applying Goffman's concepts for investigating the interaction order, this case study of a single community focuses on the subtle nuances of discourse in one video-recorded meeting. The analysis shows how power dynamics in community discourse afford and constrain novice and veteran teacher learning; how settings, facilitation practices, leadership and social expectations mediate status, power dynamics, and thus inquiry, thereby constraining professional learning.

Original language	English
Article number	103524
Journal	Teaching and Teacher Education
Volume	109
DOIs	https://doi.org/10.1016/j.tate.2021.103524
State	Published - 1 Jan 2022

Keywords

Community of practice
Linguistic ethnography
Novice and veteran teachers
Professional development
Professional learning community
Teacher learning

ASJC Scopus subject areas

Education

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10.1016/j.tate.2021.103524

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title = "Status and inquiry in teacher communities",

abstract = "Taking a socio-cultural perspective on status, this study investigates how teachers' seniority, status, authority and power-relations shape veteran and novice teachers' learning in teacher communities. Applying Goffman's concepts for investigating the interaction order, this case study of a single community focuses on the subtle nuances of discourse in one video-recorded meeting. The analysis shows how power dynamics in community discourse afford and constrain novice and veteran teacher learning; how settings, facilitation practices, leadership and social expectations mediate status, power dynamics, and thus inquiry, thereby constraining professional learning.",

keywords = "Community of practice, Linguistic ethnography, Novice and veteran teachers, Professional development, Professional learning community, Teacher learning",

author = "Livat Eshchar-Netz and Dana Vedder-Weiss and Adam Lefstein",

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AU - Vedder-Weiss, Dana

AU - Lefstein, Adam

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AB - Taking a socio-cultural perspective on status, this study investigates how teachers' seniority, status, authority and power-relations shape veteran and novice teachers' learning in teacher communities. Applying Goffman's concepts for investigating the interaction order, this case study of a single community focuses on the subtle nuances of discourse in one video-recorded meeting. The analysis shows how power dynamics in community discourse afford and constrain novice and veteran teacher learning; how settings, facilitation practices, leadership and social expectations mediate status, power dynamics, and thus inquiry, thereby constraining professional learning.

KW - Community of practice

KW - Linguistic ethnography

KW - Novice and veteran teachers

KW - Professional development

KW - Professional learning community

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ER -

Status and inquiry in teacher communities

Abstract

Keywords

ASJC Scopus subject areas

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