Investigating the Role of Social Status in Teacher Collaborative Groups

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: Sutton, Paul S.; Shouse, Andrew W.
Date: 2019
In publication: Journal of Teacher Education
Volume: 70
Issue: 4
Pages: 347-359
Resource type: en Research/Scholarly Media
Resource status/form: en Published Text
Scholarship genre: en Empirical
Language: en
Open access/full-text available: en No
Peer reviewed: en Yes
ISSN: 0022-4871
DOI: 10.1177/0022487117751125
URL: Official Publisher's Webpage (SAGE Journals)
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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