Feedback talk as a means of creating, ratifying and normalising an institutionally valued teacher identity

DONAGHUE, Helen (2018). Feedback talk as a means of creating, ratifying and normalising an institutionally valued teacher identity. Journal of language, identity and education.

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Abstract

This article examines language teacher identity negotiated in situated, work-based talk. Using a linguistic ethnographic approach, micro analysis of extracts from post observation feedback between experienced teachers and supervisors is supplemented with ethnographic data. Analysis reveals that during feedback talk, one particular identity is co-constructed, ratified, and prioritized by teachers and supervisors: a teacher proficient in and enthusiastic about technology. This identity is related to a broader, macro context of government and institutional initiatives. Feedback talk operates to fashion and normalise this identity, and the repeated identity production reifies institutional priorities and helps maintain popular macro discourses favouring technology in education. The prioritised identity is realised through talk, teacher development, and teaching practice, as teachers make evident processes of learning connected to educational technology and describe using technology-related classroom activities. Teachers are complicit in co-constructing this favoured identity, showing a connection between teacher agency and broader power structures.

Item Type: Article
Uncontrolled Keywords: 1303 Specialist Studies In Education; 2003 Language Studies; 2004 Linguistics
Departments: Faculty of Social Sciences and Humanities > Department of Education, Childhood and Inclusion
SWORD Depositor: Symplectic Elements
Depositing User: Symplectic Elements
Date Deposited: 23 Oct 2018 10:51
Last Modified: 16 Nov 2018 11:52
URI: http://shura.shu.ac.uk/id/eprint/23017

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