The social functions of teachers’ beliefs in an online class

Abstract

This study presents an investigation of teachers’ beliefs about working with English learners, as constructed in online class discussions. Using conversation and discourse analysis from a discursive psychology (DP) perspective, analysis focuses on the discursive production of beliefs and the social actions achieved by this production in interaction. By orienting to teachers’ beliefs as interactionally emergent phenomena, findings highlight the ways that teachers account for their belief claims and the ways that teachers’ statements of belief work to perform certain social functions within the forum itself, including affiliation and disagreement. Implications for teacher education and for the potential of DP to contribute to research on teachers’ beliefs are discussed.