Document Type
Article
Publication Title
The New Educator
Publication Date
2023
Keywords
Sociolinguistic scales, scaling practices, teacher learning, teacher identity, positioning, student teaching
Abstract
This paper argues for scalar analysis as a framework for understanding negotiations of competing ideological demands and power relationships in teacher learning. Two illustrative examples are presented, including video data of a student teacher (Camille) attempting to integrate multimodal and digital literacy practices into their instruction, and a research interview between Lara and Camille. Drawing on research in both literacy studies and applied linguistics, the illustrative scalar analyses move beyond linguistic understandings of discourse to also include embodied discourse and materiality as central to understanding complexities of teaching and teacher learning. Implications are presented for research and practice.
Funding Source
This work was supported by the Spencer Foundation [200600146].
DOI
10.1080/1547688X.2023.2269250
Recommended Citation
Handsfield, Lara J., "Scaling and Scalar Analysis as a Framework for Research on Teacher Learning" (2023). Faculty Publications - College of Education. 33.
https://ir.library.illinoisstate.edu/fped/33
Supplemental Materials
Comments
First published in The New Educator, https://doi.org/10.1080/1547688X.2023.2269250.
This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.