This study focuses on subteaching, a phenomenon that regularly appears in pupil-run group work. On some occasions, junior high school pupils positioned themselves as subteachers, and exploited a series of teacher-like strategies. Thus, by instructing, evaluating, and disciplining their peers, they were found to take on repertoires and practices prototypical of classroom teaching. Thereby, discursive practices that characterise traditional classroom interaction were reproduced in small-group formats. On other occasions, subteaching was partly created by the pupils themselves in that they positioned themselves as pupils in relation to co-participant pupils, who were treated as `teachers'. Yet, the same pupils, at times, challenged such teacher positionings in a number of ways, e.g. by resisting the subteacher's task requirements. Regardless of whether pupils were positioned as subteachers or positioned themselves, subteaching was ultimately always a collaborative affair.
2003. Vol. 17, no 3, 208-234 p.