Leveling the Field: Negotiating Positions of Power as a Preservice Teacher

Autor/inn/en	Vetter, Amy; Meacham, Mark; Schieble, Melissa
Titel	Leveling the Field: Negotiating Positions of Power as a Preservice Teacher
Quelle	In: Action in Teacher Education, 35 (2013) 4, S.230-251 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2013.827598
Schlagwörter	Qualitative Research; Power Structure; Professional Identity; Preservice Teachers; Reflection; Video Technology; Discourse Analysis; High School Students; Teacher Student Relationship; Teacher Educators; Teacher Education; Grounded Theory; Researchers; Cooperating Teachers + Suchen Sie Ihr Suchwort? Qualitative Forschung; Diskursanalyse; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teacher student relationships; Lehrer-Schüler-Beziehung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Researcher; Forscher; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10