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Exploring Teacher Positioning Through Curriculum Materials: A Quantitative Ethnographic Study Comparing Two Educational Systems
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Exploring Teacher Positioning Through Curriculum Materials: A Quantitative Ethnographic Study Comparing Two Educational Systems

Riku Sayuj, Amanda Barany and Janine Remillard
Advances in Quantitative Ethnography - 6th International Conference, ICQE 2024, Proceedings, v 2279, pp 129-143
2024
DOI: https://doi.org/10.1007/978-3-031-76332-8_11

Abstract

Curriculum Materials Epistemic Network Analysis Positioning Theory Teacher Positioning
This study examines the variance in teacher positioning within and between popular math curriculum programs in the United States and Finland, using Epistemic Network Analysis (ENA) for comparative analysis to map the discourse patterns against a Teacher Positioning Matrix derived from positioning theory and current research on teacher development. This matrix supported examinations along the dual dimensions of professionalism and expertise, to understand how different educational contexts and curriculum development practices influence teacher roles. Through epistemic network analysis, some trends emerged: American programs, despite their variability, demonstrate a consistent approach in teacher positioning, suggesting a template-driven and potentially deliberate approach to achieving homogeneity in positioning. Finnish programs exhibit a uniform positioning that consistently aligns teachers as professional experts, potentially reflecting the deeper cultural and pedagogical values embedded within Finnish educational policy and practice. Findings highlight the unique impacts of systemic educational structures on teacher autonomy and professional identity and raise questions about the implications of rigid templates in curriculum design.

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