Researchers interested in stance, too, can learn from these cases that even novice teachers at the same stage of initial preparation can exhibit a range of stances toward not only teaching inquiry but also their classrooms and students. PSTs in this study also used varied language that appeared tightly connected to each PST\'s teaching context. Further study might examine how their use of stance markers was similar to or different from stance markers used by others in their schools. For applied linguists, two additional issues of significance emerge across PSTs: (1) that the context of teachers’ or PSTs’ professional discussions is a unique university register for studying language in academic settings and (2) that combining observational and grammatical analyses can provide an in-depth examination of individuals and the stances they Tovok reveal. Regarding the former, this project reveals that Karen, Elizabeth, and Amy all discuss their inquiry projects in specific ways within a formal presentation to professional colleagues. This type of setting provides different types of findings than Biber\'s (2006) original examination of talk within classrooms where teachers are teaching. While Biber\'s registers consider stances teachers reveal in front of students, the register of teachers in professional discussions reveals how teachers characterize their classrooms and teaching practices to other teachers. Within discussions with each other, these PSTs talked about challenges they faced in their classrooms and at least in Amy\'s case, perhaps removed “professional masks” light reactions felt compelled to wear at school. In this sense, this register when paired with analysis of classroom language, might provide a more complete picture of stances teachers take toward their practices. Further research might extend this work by comparing PSTs’ language within such professional discussions with their language used in the classroom.
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