Search results for: Professional identity
Page 12/13 130 items
The major aim of this study is to expose attitudes, ideas, beliefs, feelings, and insights that veteran theatre teachers may have experienced in referring to their work, to their life career, and to their own selves. Analyzing the musings of experienced theatre teachers is a way to discover that there are identifiable parameters involved in the formulation of an experienced teacher's identity. Studying the identity of veteran theatre teachers is assigned, in this respect, to the role they play in the 'game' of teaching.
Updated: Dec. 07, 2009
'Teachers Are Meant to be Orthodox': Narrative and Counter Narrative in the Discursive Construction of 'Identity' in Teaching
This article examines a counter narrative of entry into the teaching profession. It shows how the construction of one teacher's identity is presented as a biographical narrative that he assumes to be at odds with an 'orthodox' narrative of becoming a teacher. The article offers an interpretation of the personal narrative, told as counter to an assumed 'orthodox' story of entry into teaching.
Updated: Aug. 31, 2009
This article investigates an aspect of the knowledge of teaching required by teacher educators. It also explores how that knowledge might be developed if teaching (about teaching) is to be conceptualized as a distinct and important field in its own right - with its own forms of knowledge, ways of working and perspectives on the world. The article focuses on self-understanding as a component of teacher educators' knowledge of practice.
Updated: Jul. 21, 2009
In this paper, the authors argue that teacher educators need to add pedagogies of enactment to an existing repertoire of pedagogies of reflection and investigation. In order to make this shift, teacher educators will need to undo a number of historical divisions that underlie the education of teachers. Finally, the authors propose that teacher education be organized around a core set of practices in which knowledge, skill, and professional identity are developed in the process of learning to practice during professional education.
Updated: Jul. 20, 2009
Engaging Early Childhood Teachers in the Thinking and Practice of Inquiry: Collaborative Research Mentorship as a Tool for Shifting Teacher Identity
The purpose of this study was to examine the impact of participation in a research mentorship team (RMT) on early childhood teachers' professional identities. The participants were 7 early childhood teachers engaged in preservice teacher supervision at a university-affiliated child care center. These teachers volunteered to be members of the RMT facilitated by two teacher educators. The teachers' perspectives regarding the benefits and the challenges they faced in the RMT were explored.
Updated: Jun. 10, 2009
National shortages of math and science teachers have led to a variety of strategies and programs to attract second career professionals into teaching. This qualitative study investigates the development of professional teaching identities in 6 STEM career changers in a post-baccalaureate pre-service teacher credential program in California.
Updated: Apr. 06, 2009
In this study, the authors examine instances of future-oriented talk produced by novice English as-a-second-language (ESL) teachers during mentoring meetings in one North American university setting. Context-specific functions of future-oriented discourse (e.g., planning, prediction) are examined in relation to reflective thinking and teacher identity.
Updated: Jan. 28, 2009
A teacher professional identity scale was developed for Hong Kong in-service teachers to measure the professional identity of teachers. Most studies of professional identity have been qualitative. The present study tried to examine this important concept using a quantitative method.
Updated: Jan. 12, 2009
This is a self-study of the author's professional and cultural biography and identity.She uses this inquiry to demonstrate how biography and identity influences the lived experience of teaching and the researcher’s stance. She also examines areas where preservice urban teacher education programs must improve. Her personal recommendations describe experiences that would have better prepared her for urban teaching. Suggestions include expanding coursework in the historical, political, and sociocultural influences on urban education and in designing culturally responsive curricula.
Updated: Dec. 08, 2008
This article is primarily concerned with the “practical conclusions” of attending to dispositions in teacher preparation. It makes a case for teachers with moral disposition, for several reasons. They are changers to the methods they employ; they are the most important point of the disposition debate that is grounded in avoiding poor moral character.
Updated: Oct. 23, 2008