Search results for: Professional identity
Page 1/14 131 items
edTPA (Educative Teacher Performance Assessment) is designed to strengthen teacher professionalization and provide a framework for program redesign. However, using a national assessment to shift the content of local programs is challenging because of their inherent organizational complexity. In this article, the authors focus on this complexity, using a systems lens to analyze edTPA implementation at a large, public university. Employing a mixed-methods case study design, they survey 250 teacher educators and candidates to understand how they interpret the demands of edTPA and how their varied perspectives impact each other. They interview a stratified, purposive subset of participants to explore mechanisms underlying quantitative findings. They find substantial internal variation in edTPA implementation that translates into differential support for candidates. This variation could not be explained by duration of implementation of edTPA. Varied perspectives may stem from distinct perceptions of teacher educators’ professional roles and the role they see edTPA playing in teacher professionalization.
Updated: Jul. 21, 2020
Drawing on interviews with a diverse sample of teachers, this study uses the frame of professional identity to interpret the heterogeneity among teachers’ perceptions of professional development. Specifically, it examines how teachers’ “anchoring beliefs” might be reflected in or refracted by their accounts of powerful professional learning. An analysis of three case studies of teacher identity and teacher learning reveals three distinct “learning affinities”: for the what (content), the who (facilitation), and the with whom (community). This learning affinity framework may better model teachers’ experiences of professional development and thus could point the way toward improved research and design.
Updated: Jun. 16, 2020
This article explores the emergence of Emirati novice teachers’ professional identity from a socio-cultural viewpoint where influences on identity are sourced internally through beliefs, attitudes, values and dispositions and externally through factors such as roles and responsibilities. Empirical data collected through individual and group interviews and analysed using content analysis, highlights both challenges and emergence of professional identity from point of graduation through to the end of the first year of teaching. The results show that influences on professional identity relate to challenges of raising learner outcomes in relation to delivery of the curriculum, managing the self in multiple contexts, and participating in school-based communities of practice. Teaching science and mathematics in English raises queries of ‘self’ as a teacher. Novice teachers’ emerging professional identity emphasises the ethics of teaching in the UAE.
Updated: Mar. 09, 2020
Why some graduating teachers choose not to teach: teacher attrition and the discourse-practice gap in becoming a teacher
This paper reports on a qualitative case study that investigated the reasons why one group of graduates from an initial teacher education (ITE) program in Hong Kong chose not to teach. Using in-depth interviews and grounded in a theory of teacher identity construction, the results reveal how the participants struggled to construct their preferred professional identities, in particular during a teaching practicum, and the role this played in their decision not to enter the teaching profession. Implications for how teacher educators can better support preservice teachers as they struggle to construct their professional identities are considered and suggestions for future research are discussed.
Updated: Mar. 08, 2020
Troops to Teachers (TtT) is a UK governmental scheme introduced in 2013 to facilitate ex-military service personnel to re-train as teachers. This narrative study explores the accounts of a sample of new TtT trainees at the onset of their training and considers their motivations for career changing, potential transferable attributes and skills, aspirational teacher identities and anticipated challenges. Emerging from these rich narratives is a strong, shared commitment to the trainees’ chosen new career. Self-discipline is identified as a professional quality to take into teaching from military service, whilst maintaining discipline in the classroom is more commonly regarded as an area of concern and challenge, rather than as a transferable skill set, challenging core governmental expectations of the Troops to Teachers initiative. However, the importance of and a desire and commitment to continue to ‘serve’, is widely held, reflecting a particular narrative refraction of the TtT trainees. This provides potential for further, perhaps longitudinal study, as the troops become teachers. The study affirms the potential for further investment in a wider recruitment strategy for career-change teachers more generally, as providing an experienced and motivated professional workforce for schools.
Updated: Jan. 05, 2020
Teacher Educators' Collective Professional Agency and Identity - Transforming Marginality to Strength
This article examined teacher educators' collective professional agency and identity within an identity coaching programe. This article illustrates how collective agency and identity are closely intertwined. The authors argue that it appears that a shared understanding of collective identity directs collective agency. In addition, the study reveals the importance of agency in negotiating new kinds of crystallized collective identity. Through strengthened collective agency, the participants were able to give a new meaning to themselves as a professional group within the department, deserving of respect. In conclusion, this study suggests that when one is seeking to understand collective identity and agency in professional contexts, it is important to address people's own individual narratives and learning pathways. Hence, this research emphasizes that in supporting collective identity and agency among professionals, it is pivotal to create shared learning platforms and processes that will allow the professionals to encounter each other, and to discuss issues concerning continuous changes, work, and professional identities.
Updated: May. 31, 2018
The present article reports on a study that explored identities in the context of a pre-service cohort’s online discussion group. The authors identified six main emergent identities –sociable, supportive, open, helpful, reliant, and hidden. It was also found that one category of identities emerged from a commitment to the social expectations and values of the group, whilst another emerged out of a personal resistance towards the social norms of group participation and involvement. In order to promote a collegial online environment, the findings indicate that pre-service teachers consistently exhibited and conceptualised sociable, supportive, helpful, and reliant identities when interacting within this online forum.
Updated: Feb. 22, 2018
This study examined the professional perceptions of Teaching Chinese as an International Language (TCIL) pre-service teachers through analyzing the metaphors they use to describe themselves as teachers. The findings revealed that the participants used a variety of metaphors to display perceptions of themselves as pre-service TCIL teachers. Additionally, the participants’ metaphors demonstrate the interaction of cultural, historical and sociopolitical conditions underlying their perceptions.
Updated: Feb. 22, 2018
The purpose of this study was two-folded. Firstly, it investigated the changes in preservice teachers’ professional identity after a four-week block practicum; Secondly, it examined the role of mentor teachers in creating changes in their professional identity. The author concludes that mentoring relationships played a significant role in shaping preservice teachers’ teacher identity. The detailed feedback mentor teachers provided and their positive interactions, helped preservice teachers build higher levels of confidence, and demonstrate a deeper understanding of their role as a teacher.
Updated: Feb. 15, 2018
This article examines how various aspects of the first author's identity, i.e. natural, institutional, discursive, and affinity, intersected during his first semester as teacher educator. The experience of the novice teacher educator revealed that his preoccupation with students’ perceptions of who he was as a teacher and as an individual prevented any substantial consideration of the kind of teacher educator he wanted to be. Given the insecurities often tied to this new professional identity, the authors argue that it is important to consider and negotiate the pedagogical and professional development of first-time teacher educators.The authors believe that an emphasis on community should be promoted in order to enhance the possibilities of teacher education. They say that novice teacher educators should be surrounded by like-minded individuals who function as both critical friends and a supportive community.
Updated: Oct. 01, 2017