hig.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • sv-SE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • de-DE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
‘This is where my inner history teacher appears’: a methodological approach to analysing student teachers’ professional identity in interaction
University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Swedish and Gender studies.ORCID iD: 0000-0001-8332-0955
2019 (English)In: Classroom Discourse, ISSN 1946-3014, E-ISSN 1946-3022, Vol. 10, no 2, p. 168-187Article in journal (Refereed) Published
Abstract [en]

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.

Place, publisher, year, edition, pages
Taylor & Francis, 2019. Vol. 10, no 2, p. 168-187
Keywords [en]
Identity, teacher identity, multimodal (inter)action analysis, mediated discourse analysis, agency
National Category
General Language Studies and Linguistics
Identifiers
URN: urn:nbn:se:hig:diva-28769DOI: 10.1080/19463014.2018.1530685ISI: 000472542600003Scopus ID: 2-s2.0-85058167155OAI: oai:DiVA.org:hig-28769DiVA, id: diva2:1268477
Available from: 2018-12-06 Created: 2018-12-06 Last updated: 2019-08-26Bibliographically approved

Open Access in DiVA

fulltext(1825 kB)70 downloads
File information
File name FULLTEXT01.pdfFile size 1825 kBChecksum SHA-512
641e8ab6309a709d32cadebe897b354151078e4d36325dde650e38b83e2f3fa4ebd99691cf74e12dd7b9c65e5860135a36bc0090e661ff43a9d74f1935dbbe99
Type fulltextMimetype application/pdf

Other links

Publisher's full textScopus

Authority records BETA

Christensson, Johan

Search in DiVA

By author/editor
Christensson, Johan
By organisation
Swedish and Gender studies
In the same journal
Classroom Discourse
General Language Studies and Linguistics

Search outside of DiVA

GoogleGoogle Scholar
Total: 70 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 84 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • sv-SE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • de-DE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf