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ERIC Number: EJ889448
Record Type: Journal
Publication Date: 2009-Jul
Pages: 12
Abstractor: As Provided
Reference Count: 33
ISBN: N/A
ISSN: ISSN-0092-055X
The Classroom as Stage: Impression Management in Collaborative Teaching
Preves, Sharon; Stephenson, Denise
Teaching Sociology, v37 n3 p245-256 Jul 2009
This article explores the social-psychological process of identity negotiation in collaborative teaching, using Erving Goffman's (1959) theoretical tradition of dramaturgy to analyze the classroom itself as a performance venue. A dramaturgical analysis of collaborative teaching is especially significant given this growing pedagogical trend because identity negotiation in team teaching has the potential to impact one's teaching, one's career, and students' learning. We demonstrate that despite the positive outcomes of collaborative teaching for both teachers and learners, building a successful team is a process that takes time, effective communication, risk taking, and trust. Most significantly, sustaining a clear definition of the situation in the classroom is a challenge when a teaching team is engaged in the ongoing negotiation of roles, power, and course structure--in front of students. We argue that making identity claims in a collaborative team teaching situation is both more challenging and rewarding than acting alone on the classroom stage.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A