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]. This article was published Open Access thanks to a transformative agreement between Milner Library and Taylor & Francis.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
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.