ABSTRACT By testing a model for analysing identity in interaction, the present article explores how a history student teacher produces social identity in relation to his future profession as a teacher, with an important point of departure being the relationship between the academic and professional aspects of teacher education. This is addressed through an empirical analysis of a student teacher’s identity production in a specific academic setting: a bachelor thesis course. The main body of data consists of audio recordings and video recordings from a group of three student teachers giving feedback on each other’s theses. With respect to methodology, the article employs a model from multimodal (inter)action analysis that focuses on the concept of vertical identity – the notion that identity in interaction is produced in three layers of discourse simultaneously. The results show that the main participant produces the identity of history teacher in an academic setting where such identity production is not encouraged, e.g. by resemiotisising curricula: thus, policy documents can work as a tool when producing teacher identity. This production of identity is done by employing strong agency, which consequently points to the need of a more elaborated discussion on agency in the tested model.

中文翻译：

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“这是我的内在历史老师出现的地方”：一种分析学生教师互动中的专业身份的方法论方法

摘要通过测试用于分析交互中身份的模型，本文探讨了历史学生教师如何在与其未来的教师职业相关的方面产生社会认同，其中一个重要的出发点是教师的学术和专业方面之间的关系。教育。通过对特定学术环境中的学生教师的身份产生进行实证分析来解决这一问题：学士学位课程。数据的主体由三位学生老师组成的小组的音频记录和视频记录构成，它们对彼此的论点提供反馈。关于方法论 本文采用了来自多模式（交互）交互分析的模型，该模型侧重于垂直身份的概念-交互中的身份是同时在三层话语中产生的概念。结果表明，主要参与者在不鼓励这种身份产生的学术环境中（例如，通过重新定义课程的方式）产生了历史老师的身份：因此，政策文件可以作为产生教师身份的工具。身份的产生是通过聘请强大的代理机构来完成的，因此，这表明需要在测试模型中对代理机构进行更详细的讨论。政策文件可以作为产生教师身份的工具。身份的产生是通过聘请强大的代理机构来完成的，因此，这表明需要在测试模型中对代理机构进行更详细的讨论。政策文件可以作为产生教师身份的工具。身份的产生是通过聘请强大的代理机构来完成的，因此，这表明需要在测试模型中对代理机构进行更详细的讨论。