Journal
LINGUISTICS AND EDUCATION
Volume 55, Issue -, Pages -Publisher
ELSEVIER
DOI: 10.1016/j.linged.2019.100766
Keywords
Teacher community; Teacher professional identity; Essential tension; Teacher talk; Hybridity; Math teachers
Funding
- American Institute of Mathematics
- University of Montana
- Montana Office of the Commissioner of Higher Education [S367B140023-14A]
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Teachers construct professional identities within community as they converse about their work and negotiate what it means to be a teacher. Grossman, Wineburg, and Woolworth (2001) suggest that such negotiation must account for an essential tension between focusing on pedagogical versus disciplinary concerns. How teachers navigate this tension and what this means for their joint production of identity and community is unclear. This gap in the literature became evident in our work with Math Teachers' Circles (MTC), where we observed K-12 math teachers indexing instructional experiences and concerns despite the program's explicit invitation to set teaching aside and do math problems together for pleasure. Drawing upon a community of practice framework and positioning theory, we consider the work this professional talk accomplished within MTC gatherings. We show how the teachers positioned themselves and established their community, thereby producing hybrid identities and MTCs as a kind of hybrid community. (C) 2019 Elsevier Inc. All rights reserved.
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