Investigating the Role of Social Status in Teacher Collaborative Groups

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 second...

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Bibliographic Details
Published in:Journal of teacher education 2019-09, Vol.70 (4), p.347-359
Main Authors: Sutton, Paul S., Shouse, Andrew W.
Format: Article
Language:English
Subjects:
Beginning Teachers
Collaboration
Communities of Practice
Cooperative Learning
Curriculum
Curriculum Design
English Teachers
Faculty Development
Group Dynamics
High schools
Inclusion
Learning strategies
Professional development
Secondary School Teachers
Social Status
Status
Teacher Collaboration
Teacher education
Teachers
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Summary: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.
ISSN:0022-4871
1552-7816
DOI:10.1177/0022487117751125