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Using Britzman’s (1991) notion of “dialogic discourse,” the study analyzes teacher–learner interaction as a reciprocal process in which educators and learners shape each other’s understanding of what they know. The article argues that a teacher’s subjective self and practice are central to “a professor” identity, sustained through collegial reflective practices.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teaching-subjectively-interdisciplinary-insights-article-4/595629/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teaching-subjectively-interdisciplinary-insights-article-4/595629.png","ImageObject",300,407,{"name":92,"@type":93},"Well Done","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What framework does the article use to analyze teaching and identity?","Question",{"text":112,"@type":113},"The article draws on Britzman’s (1991) notion of “dialogic discourse” to examine how pedagogy is shaped through social relationships and discursive practice.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do teacher–learner interactions influence professorial identity?",{"text":117,"@type":113},"The study treats the teacher/learner relationship as a dialogue in which learners and educators mutually shape each other’s understanding of what they know, thereby constituting the self of the professor.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the article identify as central to being “a professor”?",{"text":121,"@type":113},"It highlights that professors’ understanding of their practices and their subjective self lies at the core of “a professor” identity, which remains creative and never fully stable.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595629,1792165377,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},5909892210082,"https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061","The Canadian Journal for the Scholarship of Teaching and Learning  \n\n| Volume 7 | Issue 2 | Article 4 |\n| --- | --- |\n| 12-11-2016\u003Cbr>Teaching Subjectively: Interdisciplinary Insights\u003Cbr>Stacy Douglas\u003Cbr>Carleton University, stacy.douglas@carleton.ca\u003Cbr>Betina Kuzmarov\u003Cbr>Carleton University, betina.kuzmarov@carleton.ca\u003Cbr>Karen Schwartz\u003Cbr>Carleton University, karen.schwartz@carleton.ca\u003Cbr>Mira Sucharov\u003Cbr>Carleton University, mira.sucharov@carleton.ca\u003Cbr>Sarah L. Todd\u003Cbr>Carleton University, sarah.todd@carleton.ca\u003Cbr>Follow this and additional works at: [http://ir.lib.uwo.ca/cjsotl_rcacea](http://ir.lib.uwo.ca/cjsotl_rcacea)\u003Cbr> Part of the Comparative Politics Commons, Criminology and Criminal Justice Commons, International Relations Commons, Scholarship of Teaching and Learning Commons, and the Social Work Commons |  |\n\nRecommended Citation  \nDouglas, Stacy; Kuzmarov, Betina; Schwartz, Karen; Sucharov, Mira; and Todd, Sarah L. (2016) \"Teaching Subjectively: Interdisciplinary Insights,\" The Canadian Journal for the Scholarship of Teaching and Learning: Vol. 7: Iss. 2, Article 4. Available at: [http://ir.lib.uwo.ca/cjsotl_rcacea/vol7/iss2/4](http://ir.lib.uwo.ca/cjsotl_rcacea/vol7/iss2/4)  \nTeaching Subjectively: Interdisciplinary Insights  \nAbstract  \nThis article of linked, short essays reflecting on the experiences of five female scholars across three disciplines—law, social work and political science-draws upon Britzman’s (1991) notion of the “dialogic discourse” to explore how these professors’ sense of self is constituted through interplay with colleagues and their perceptions of students within the classroom. The authors explore the teacher/learner relationship as a dialogue within which learners and educators shape each other as they come to understand how and what they know. What the collection makes explicit is what is often only implicit, that the ways in which professors understand their practices and subjective self is central to the identity of “a professor”, which is never stable or certain, but is always a creative practice. Such practices, we argue, are best sustained through collegial reflective practices that help us make sense of ourselves and continue our work.  \nCet article consiste de courts essais reliés entre eux qui relatent les expériences de cinq professeures érudites qui oeuvrent dans trois disciplines différentes : le droit, le travail social et les sciences politiques. Il est basé sur la notion de « discours dialogique » de Britzman (1991) qui permet d’explorer comment la conscience de soide ces professeures s’est constituée à travers leurs interactions avec leurs collègues et leurs perceptions des étudiants dans la salle de classe. Les auteures explorent les relations entre enseignants et apprenants sous forme de dialogues au sein desquels les apprenants et les éducateurs se façonnent les uns les autres au fur et à mesure qu’ils comprennent comment ils apprennent et ce qu’ils ont appris. Ce que la collection rend expliciteest ce qui est souvent seulement implicite, à savoir que les diverses manières dont les professeurs comprennentleurs pratiques et leur moi subjectif sont au centre de l’identité d’un « professeur », qui n’est jamais stable ni certaine mais qui est toujours une pratique créatrice. Nous suggérons que de telles pratiques sont plus durables par le biais de pratiques réflectives collégiales qui nous aident à nous donner un sens à nous-mêmeset nous permettent de continuer à travailler.  \nKeywords  \nteaching, professor identity, subjectivity, dialogic, discourse  \nThis research paper/rapport de recherche is available in The Canadian Journal for the Scholarship of Teaching and Learning:  \n[http://ir.lib.uwo.ca/cjsotl_rcacea/vol7/iss2/4](http://ir.lib.uwo.ca/cjsotl_rcacea/vol7/iss2/4)  \nDouglas et al.: Teaching Subjectively  \nThe process of becoming a university educator involves continually remaking oneself in conversation and interactions with students, colleagues, the institution a","cbCairuD0z1KbkV1","https://ap.wps.com/l/cbCairuD0z1KbkV1","pdf",678345,16,"English","# Abstract\n## Teacher–learner dialogue and identity construction\n## Subjectivity, uncertainty, and negotiated professorial positions\n## Supporting collegial reflective practices","[{\"question\":\"What framework does the article use to analyze teaching and identity?\",\"answer\":\"The article draws on Britzman’s (1991) notion of “dialogic discourse” to examine how pedagogy is shaped through social relationships and discursive practice.\"},{\"question\":\"How do teacher–learner interactions influence professorial identity?\",\"answer\":\"The study treats the teacher/learner relationship as a dialogue in which learners and educators mutually shape each other’s understanding of what they know, thereby constituting the self of the professor.\"},{\"question\":\"What does the article identify as central to being “a professor”?\",\"answer\":\"It highlights that professors’ understanding of their practices and their subjective self lies at the core of “a professor” identity, which remains creative and never fully stable.\"}]","Teaching Subjectively - Interdisciplinary Insights - Article 4 | PDF",1792081510]