En mellomtrinnslærers arbeid med posisjonering i samtaler med elevgrupper

Resumé

Abstract In this study, three teacher-led converations are examined, with a particular interest in how the teacher positioning herself and her students. The conversations were conducted in three different student groups in 7th grade, based on texts. The teacher’s work in positioning herself and the students in the conversations was discussed with colleagues and researchers, with the ambition of change in practice. The conversations constitute the primary data of the study, and are analyzed using the concept of positioning (Hetmar, 2019). The study shows that the teacher, who assumes a traditional teacher role in the first conversation, becomes aware and changes the way she positions herself, and consequently the students, in the two subsequent conversations. Her positioning alters the structure of the conversation and leads to increased student participation, where students transition from being viewed as recipients of knowledge to active co-constructores of meaning. This change reflects a shift from a traditional practice to teaching characterized by dialogic qualities (Alexander, 2008; Nystrand et al., 1997; Wegerif, 2016).