Doing Subteaching in School Group Work: Positionings, Resistance and Participation Frameworks  

Oleh:

Tholander, Michael ; Aronsson, Karin

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language and Education (Full Text) vol. 17 no. 3 (2003), page 208-234.
Fulltext: Vol. 17, No. 3, p 208-234.pdf (308.16KB)

Isi artikel

This study focuses on subteaching, a phenomenon that regularly appears in pupil-run group work. On some occasions, junior high school pupils positioned themselves as subteachers,and exploiteda series of teacher-likestrategies.Thus, by instructing, evaluating, and disciplining their peers, they were found to take on repertoires and practices prototypical of classroomteaching. Thereby, discursive practicesthat characterise traditional classroom interaction were reproduced in small-group formats. On other occasions, subteaching was partly created by the pupils themselves in that they positioned themselves as pupils in relation to co-participant pupils, who were treated as ‘teachers’. Yet, the same pupils, at times, challenged such teacher positionings in a number of ways, e.g. by resisting the subteacher’s task requirements. Regardless of whether pupils were positioned as subteachers or positioned themselves, subteaching was ultimately always a collaborative affair.

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