Abstract In education, decision making frequently involves ethically-imbued choices between two or more solutions to an educational ‘problem.’ Teacher education may utilize asynchronous discussions to prepare teachers to critically navigate this landscape. To understand how participants in an online English language (EL) teacher licensure program manage disagreements as they accomplish taking a stance over critical issues, this study uses a discourse analytic perspective influenced by conversation analysis to examine asynchronous discussions. Analysis illustrates how participants managed their epistemic stance while disagreeing by (1) taking stances that were often softened or hedged; (2) grounding their disagreements through particular discursive strategies including sharing personal experiences or posing rhetorical questions; and (3) making morally-imbued claims that were difficult to disagree with. Findings suggest that although topics may encourage participants to take sides on critical issues, personal stake in the moral matters raised may make it difficult for participants to shift their initial stance.

中文翻译：

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教师如何审议政策：对在线语言教师教育中三年级阅读立法的立场

摘要 在教育中，决策经常涉及在教育“问题”的两个或多个解决方案之间做出符合伦理的选择。教师教育可以利用异步讨论来准备教师批判性地驾驭这种局面。为了了解在线英语语言 (EL) 教师执照计划的参与者在完成对关键问题采取立场时如何处理分歧，本研究使用受对话分析影响的话语分析视角来检查异步讨论。分析说明了参与者如何在不同意的情况下管理他们的认知立场：（1）采取经常软化或回避的立场；(2) 通过特定的话语策略（包括分享个人经历或提出反问句）来解决他们的分歧；(3) 提出难以反驳的道德主张。调查结果表明，虽然话题可能会鼓励参与者在关键问题上偏袒一方，但在所提出的道德问题上的个人利益可能会使参与者难以改变他们最初的立场。