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

^*Corresponding author for this work

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

9 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 - Jan 2022
Externally published	Yes

Bibliographical note

Publisher Copyright:
© 2021 Elsevier Ltd

Keywords

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

Access to Document

10.1016/j.tate.2021.103524

Cite this

@article{c6540872a3c94f96ad8ab1a97efa5954,

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",

note = "Publisher Copyright: {\textcopyright} 2021 Elsevier Ltd",

year = "2022",

month = jan,

doi = "10.1016/j.tate.2021.103524",

language = "אנגלית",

volume = "109",

journal = "Teaching and Teacher Education",

issn = "0742-051X",

publisher = "Elsevier Ltd.",

}

TY - JOUR

T1 - Status and inquiry in teacher communities

AU - Eshchar-Netz, Livat

AU - Vedder-Weiss, Dana

AU - Lefstein, Adam

PY - 2022/1

Y1 - 2022/1

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.

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

KW - Teacher learning

UR - http://www.scopus.com/inward/record.url?scp=85117896159&partnerID=8YFLogxK

U2 - 10.1016/j.tate.2021.103524

DO - 10.1016/j.tate.2021.103524

M3 - ???researchoutput.researchoutputtypes.contributiontojournal.article???

AN - SCOPUS:85117896159

SN - 0742-051X

VL - 109

JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

M1 - 103524

ER -

Status and inquiry in teacher communities

Abstract

Bibliographical note

Keywords

Access to Document

Other files and links

Fingerprint

Cite this