Triad dynamics: investigating social forces, roles, and storylines

Abstract

This is a phenomenological study of the relationships between university supervisors, in‐service and pre‐service teachers (triads). Two triads participated in a joint pre‐service and in‐service professional development project. Multiple in‐depth interviews were completed with each triad member to better record and resolve the varied experiences of the participants. Through using positioning theory as a lens for interpreting data, triad dynamics were explicated to understand relationships within these groups and the factors surrounding these relationships. The following are the key research findings: (1) when triads were engaged in projects that promoted participants’ synthesis of products as they enlist what they are learning, collaborative positioning occurred; (2) adequate time for interactions led to another influential social force: the establishment of trust and relationships; and (3) uncertainty in expectations can act as an inhibitive social force for collaborations.

Keywords:

• teacher thinking and knowledge
• teacher socialization
• teacher education
• curriculum