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LEAD - Learning Enhancement and Academic Development

Permanent URI for this collectionhttps://eresearch.qmu.ac.uk/handle/20.500.12289/14083

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Author: search.filters.author.Donaghue, HelenSubject: search.filters.subject.Identity

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    Relational work and identity negotiation in critical post observation teacher feedback
    (Elsevier, 2018-08-15) Donaghue, Helen
    This article responds to the call for more empirical research to further our understanding of how identities are produced and performed in discourse. Data extracts from dyadic post observation feedback meetings between an experienced teacher and two supervisors are analysed. Analysis focuses on the relational work participants do to achieve identities in interaction. Analysis reveals delicate and complex negotiation processes as participants claim, ascribe, challenge, and relinquish local identities. Analysis shows that identities are emergent, relational and co-constructed, and that (im)politeness is an interactional resource used to construct identities. This article extends previous research by comparing interactants' relational work. Analysis of data extracts from two different meetings in which a supervisor points out the same teaching problem (poor instructions) with the same teacher enables a comparison of how identities are achieved. One supervisor uses politeness strategies while the other adopts aggressive and critical behaviour to claim and ascribe the same identities. In both instances the teacher resists but then co-constructs his negative ascribed identity. Within a linguistic ethnographic framework, micro analysis of feedback talk is supplemented with ethnographic interview data to enable a contextualised examination. Ethnographic data reveal the influence of institutional goals on local identity construction and relational work.
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    Feedback talk as a means of creating, ratifying and normalising an institutionally valued teacher identity
    (Routledge, 2020-02-12) Donaghue, Helen
    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.