The concept of teacher position: conceptual and methodological notes

Abstract

From different theoretical and epistemological approaches, teaching practice has been thought as vocation, work, job and condition, concepts from which it has been intended to account for diverse problems built by the fields of pedagogy, didactics, and history and educational policy. In this article we aim to develop the way in which it would be possible to tackle it from the concept of teaching position, presenting a series of theoretical movements that sustain this option. We will focus on a group of contributions that post-foundational perspectives, and particularly the Political  Discourse Analysis, have done, with theoretical and methodological  consequences for the study of teaching work regulations. We will consider the  open and contingent discursive configuration of social relations and identities and identifications as temporary suture and fixation processes, trying to account for the way in which the notion of subject positions gives way to other forms of considering those configurations and allows developing the concept of teaching position.