Investigating the Role of Social Status in Teacher Collaborative Groups
Item
Title
Investigating the Role of Social Status in Teacher Collaborative Groups
Abstract/Description
In collaborative groups, teachers negotiate the tension between working as a cohesive group and confronting differences of opinion and practice. Varied status between teachers can complicate their ability to accomplish the goals of collaboration. In this case study, we describe how a group of secondary English teachers redesigned curriculum and explain how status shaped their collaborative practice. We use positioning theory to examine how teachers managed variable status to maintain a collaborative group process. Findings suggest the high-status teacher shaped inclusive collaborative routines that afforded novice teachers the space to initiate discussions focused on problems of practice.
Author/creator
Date
In publication
Volume
70
Issue
4
Pages
347-359
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Empirical
Open access/full-text available
No
Peer reviewed
Yes
ISSN
0022-4871
Citation
Sutton, P. S., & Shouse, A. W. (2019). Investigating the Role of Social Status in Teacher Collaborative Groups. Journal of Teacher Education, 70(4), 347–359. https://doi.org/10.1177/0022487117751125
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