The Negotiation of Teacher Identity in the Classroom of Spanish Language

This article aims at investigating how a trainee teacher, student of Portuguese and Spanish, at the State University of Midwest Parana, negotiates her teacher identity. The theoretical and methodological approach is that of Conversation Analysis. By looking at the talk-in-interaction data, which consists of nine video recordings of two high school classes, at a public school in the State of Parana, we observed that conflicts happen, the main teacher interferes with the negotiation of the trainee's teacher identity and students test her position as a teacher and as the talk-in-interaction organizer as well. Adapted from the source document