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• W2085457416 abstract "Set in an undergraduate Secondary English Education Program, this qualitative study draws on theories of power, positioning, and identity to explore how positions of power affect teacher identity construction. Drawn from a larger study, the authors examine how one preservice teacher negotiated positions of power with students in ways that enabled and prohibited him from enacting his preferred teacher identities. In addition, the authors investigated how Jay engaged in reflection about those positions of power through a video analysis project that used discourse analysis and positioning theory. Ultimately, this study contributes to research in teacher education focused on how video analysis can be used to engage students in critical reflection about how positions of power affect teacher identities." @default.
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• W2085457416 date "2013-07-04" @default.
• W2085457416 modified "2023-09-27" @default.
• W2085457416 title "Leveling the Field: Negotiating Positions of Power as a Preservice Teacher" @default.
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• W2085457416 doi "https://doi.org/10.1080/01626620.2013.827598" @default.
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