Professional identity in classroom interaction

This data set contains data coming from a research project focused on understanding relationships among identities, emerging classroom practices, and social constellations beyond the immediate situation. We build on a Patterns-of-Participation framework that combines social practice theory with symbolic interactionism. This is a case study of a teacher, Julia, who works at an underprivileged elementary school in Brazil. The data material includes classroom observations, interviews, and documents, all analyzed using open coding procedures to focus on the social constitution of Julia’s identities and on how they relate to her contributions to classroom practices. Julia draws especially on the reform discourse, the traditions at the school, and her general commitment to the students in classroom interaction. In spite of tensions between these discourses and practices, they all fuel Julia’s experiences of being qualified and of belonging to a reformist educational community. Contribution: We document how immediate interaction and prior and present practices beyond the current situation contribute to teachers’ professional experiences as well as some possible relationships between these experiences and teachers’ contributions to classroom interaction. More formally, we show the potential of dynamic, interactionist perspectives to supplement other approaches to researching professional identities.

本数据集源自一项聚焦于探究身份认同、新兴课堂实践与超越即时场景的社会格局之间关联的研究项目。本研究采用参与模式框架（Patterns-of-Participation framework），该框架将社会实践理论（social practice theory）与符号互动主义（symbolic interactionism）相结合。本研究以巴西一所弱势小学的教师朱莉娅（Julia）为个案研究对象。研究资料涵盖课堂观察、访谈与文档资料，均采用开放式编码程序（open coding procedures）进行分析，重点关注朱莉娅身份认同的社会建构，以及其与她对课堂实践的贡献之间的关联。朱莉娅在课堂互动中尤其借鉴了教育改革话语、学校既有传统，以及她对学生的一贯责任感。尽管这些话语与实践之间存在张力，但它们均强化了朱莉娅的职业胜任感与归属感——即她隶属于改革派教育共同体的体验。本研究的贡献在于：我们阐明了即时互动、超越当前场景的既往与现行实践，如何对教师的职业体验产生影响，同时揭示了此类体验与教师对课堂互动的贡献之间的若干潜在关联。更正式而言，我们展示了动态互动主义视角在补充其他职业身份研究路径方面的潜力。