Positioning Urban Teachers as Effective

Abstract

This article focuses on the accounts by teachers who are positioned and who position themselves as "effective." It draws on the relational aspects of positioning theory with respect to a determination of how the "effective teacher" position necessarily positions students. Findings suggest that students are positioned as (a) individuals within a sociocultural context, (b) fully capable of academic achievement, and (c) responsible for their school success. The third position of students suggests the presence of a seemingly disjointed belief and understanding of students. This work moves beyond simplistic explanations of how this belief may reinforce a competitive and individualistic ideology, suggesting that the presence of seemingly disjointed beliefs and understandings are important to consider in relation to who holds those views, the purpose of such views, and the social context in which those views are advanced.

Connecting Teacher Efficacy Beliefs in Promoting Resilience to Support of Latino Students

“…Note 1. Sosa and Gomez (2011) describe the interview protocol in detail, and the discussion will not be reprised in full here.…”

Preservice Language Teachers’ Identity Construction During Covid-19: Positioning Analysis of Online Practicum Experience

“…With respect to interactive positioning, the participants positioned their mentor teachers as a typical teacher who employs traditional teaching practices into the classroom and thus a poor role model for them. While positioning her as a typical-traditional teacher and a poor role model, the participants recursively distanced themselves from their mentor teacher and thus most of the time positioned themselves implicitly through opposition as teachers who were the exact opposite of their mentor teacher in variety of pedagogical aspects which is assumed to influence their professional identity development strongly as claimed by Sosa and Gomez (2012) and Kayi-Aydar (2015).…”

Nested Contexts of Reception and K–12 Schools: Addressing Immigration Status

“…When teachers hold deficit views toward their students they create uncaring and unsupportive learning environments (Valenzuela, 1999). In contrast, when teachers demonstrate concern over their students’ well-being and display sensitivity regarding potential stressors in students’ lives, positive relationships may develop between students and teachers (Garza Mitchell, 2009; Sosa & Gomez, 2012). However, it is important to note the danger in essentializing the immigrant-origin experience (Rodriguez, 2015).…”