Status and inquiry in teacher communities.

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

doi:https://doi.org/10.1016/j.tate.2021.103524

Status and inquiry in teacher communities.

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

Technion - Israel Institute of Technology, Ben-Gurion University of the Negev

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

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. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Original language	English
Article number	103524
Pages (from-to)	1-12
Number of pages	12
Journal	Teaching and Teacher Education
Volume	109
DOIs	https://doi.org/10.1016/j.tate.2021.103524
State	Published - 1 Jan 2022

Keywords

Communities
Communities of Practice
Community of practice
Ethnography
Job Experience Level
Linguistic ethnography
Linguistics
Novice and veteran teachers
Professional Development
Professional learning community
Teacher Education
Teacher learning
Teachers

All Science Journal Classification (ASJC) codes

Education

Access to Document

https://doi.org/10.1016/j.tate.2021.103524

Cite this

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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. (PsycInfo Database Record (c) 2023 APA, all rights reserved)",

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AU - Vedder-Weiss, Dana

AU - Lefstein, Adam

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N2 - 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. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

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. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

KW - Communities

KW - Communities of Practice

KW - Community of practice

KW - Ethnography

KW - Job Experience Level

KW - Linguistic ethnography

KW - Linguistics

KW - Novice and veteran teachers

KW - Professional Development

KW - Professional learning community

KW - Teacher Education

KW - Teacher learning

KW - Teachers

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DO - https://doi.org/10.1016/j.tate.2021.103524

M3 - مقالة

SN - 0742-051X

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EP - 12

JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

M1 - 103524

ER -

Status and inquiry in teacher communities.

Abstract

Keywords

All Science Journal Classification (ASJC) codes

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