'This Is Where My Inner History Teacher Appears': A Methodological Approach to Analysing Student Teachers' Professional Identity in Interaction

Autor/in	Christensson, Johan
Titel	'This Is Where My Inner History Teacher Appears': A Methodological Approach to Analysing Student Teachers' Professional Identity in Interaction
Quelle	In: Classroom Discourse, 10 (2019) 2, S.168-187 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Christensson, Johan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-3014
DOI	10.1080/19463014.2018.1530685
Schlagwörter	History Instruction; Student Teacher Attitudes; Professional Identity; Interaction; Bachelors Degrees; Theses; Peer Evaluation; Educational Environment; Sociolinguistics; Foreign Countries; Discourse Modes; Academic Language; Teacher Education; Sweden + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Interaktion; 'Bachelor''s degrees'; Bachelor-Studiengang; These; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Soziolinguistik; Ausland; Diskursethik; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Lehrerausbildung; Lehrerbildung; Schweden
Abstract	By testing a model for analysing identity in interaction, the present article explores how a history student teacher produces social identity in relation to his future profession as a teacher, with an important point of departure being the relationship between the academic and professional aspects of teacher education. This is addressed through an empirical analysis of a student teacher's identity production in a specific academic setting: a bachelor thesis course. The main body of data consists of audio recordings and video recordings from a group of three student teachers giving feedback on each other's theses. With respect to methodology, the article employs a model from multimodal (inter)action analysis that focuses on the concept of "vertical identity" -- the notion that identity in interaction is produced in three layers of discourse simultaneously. The results show that the main participant produces the identity of history teacher in an academic setting where such identity production is not encouraged, e.g. by resemiotisising curricula: thus, policy documents can work as a tool when producing teacher identity. This production of identity is done by employing strong agency, which consequently points to the need of a more elaborated discussion on agency in the tested model. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01