Investigating the Role of Social Status in Teacher Collaborative Groups. (September 2019)

• Record Type: Journal Article
• Authors: Sutton, Paul S.; Shouse, Andrew W.
• Is Part Of: Journal of teacher education. Volume 70:Number 4(2019)
• Page Start: 347
• Page End: 359
• Publication Date: 2019-09
• Subjects: professional learning communities -- teacher learning -- case study; Teachers -- Training of -- Periodicals; 370.71105
• DOI: 10.1177/0022487117751125
• Languages: English
• ISSNs: 0022-4871

Abstract

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.