Search results for: Professional identity
Page 4/13 127 items
The purpose of this case study is to investigate the professional mathematics teacher identity (PMTI) of prospective teachers in terms of how the individual perceives her professional identity and how that identity is actualised in the classroom. The participants were required to discuss and describe their own PMTI in terms of three aspects: mathematics specialisation, teaching-and learning specialisation, and caring. Subsequently, they were observed in the classroom, where the actualisation of their PMTI was considered in terms of the same three. These prospective teachers demonstrate that while they may certainly be teaching who they are, this is not necessarily who they think they are. They may believe that they are Mathematics Specialists, Teaching-and-learning Specialists, and Carers, but when they are observed at work in the classroom these specialisations are not necessarily, or at least not consistently evident.
Updated: May. 17, 2016
This article examines the written narratives and poetry of new teachers in two different pathways into teaching to deepen our knowledge about how teachers construct a professional identity, to further understand the role of narrative and inquiry in teacher learning, and to add to conversations about the design of teacher preparation programs. An analysis of the teachers’ narratives reveals that their professional identities were shaped by their membership in a range of knowledge communities, including the Narrative Writing Group and also their schools, network of friends, and the preparation programs. The narratives of professional identity development were shaped in relationship to other people, including mentor teachers and students.
Updated: Mar. 07, 2016
The Impact of a Teacher Education Culture-Based Project on Identity as a Mathematically Thinking Teacher
This article explored the impact of sociocultural situations together with affective and cognitive aspects of self-regulation on identity. The findings results indicate the strengths of such projects to take account of cultural knowledge when colonised education systems are further modified through reforms that emphasise culture.
Updated: Feb. 28, 2016
The present paper reports on the results of a research project in which 18 teacher educators in three countries—Australia, The Netherlands, and United Kingdom—were interviewed about their experiences of working in the so-called “third space” between schools and universities, particularly in relation to the practicum, or field supervision. This research examined how university-based teacher educators manage the challenges inherent in working with mentor/cooperating teachers after having been or when still practicing as teachers in schools.
Updated: Jan. 27, 2016
The Teacher I Wish to Be: Exploring the Influence of Life Histories on Student Teacher Idealised Identities
The present article examines the influence of life histories and apprenticeship of observation on the formation of student teachers’ idealised identities. Through eliciting from the student teachers the teacher they wish to be, this article focuses on the interplay between the personal histories and ideal teacher identities for the future.
Updated: Dec. 22, 2015
The purpose of this study was to investigate what kind of emotions are significant as identity shaping for student teachers. The findings show that both positive and negative emotions influence the teaching experiences of the students. In addition, the study reveal that negative emotions exercised the strongest influence. Furthermore, it show that strong negative emotions were expressed related to teachers and supervisors.
Updated: Nov. 23, 2015
Teacher Identity Development in the First Year of Teacher Education: A Developmental and Social Psychological Perspective
This study had several goals to: (a) describe the associations between aspects of personal and social identity, generativity, and the development of teacher identity in first year teaching students; and (b) examine which aspects of personal and social identity, and generativity predict teacher identity after controlling for a number of relevant covariates. A further aim of the study was to discuss the theoretical and research implications of considering professional teacher identity from a developmental and social psychological perspective in light of the results from the present analysis. This study suggests that those who have a well-formed sense of personal identity are more likely to be ready to begin the process of forming a professional identity. The findings also point to the potential value of pursuing an understanding of professional teacher identity as a developmental and social psychological process.
Updated: Oct. 14, 2015
This article provides a review of literature on teacher educator identity. The findings suggested that new teacher educators generally develop negative self-views about their abilities and professional identities. Self-support and community support activities were found to facilitate teacher educators’ transition and enhance their identity development.
Updated: Oct. 13, 2015
“Heroic Victims”: Discursive Constructions of Preservice Early Childhood Teacher Professional Identities
This article examines the professional identities preservice early childhood teachers take up and speak into action while participating in classes focused on teaching in child care. Particular ways in which the preservice teachers talked about images of children and quality in early childhood are scrutinized for how discourses work to constitute the professional identities of preservice early childhood teachers. The findings revealed that the participants drew on a range of competing discourses available to them, through their degree, and from elsewhere to describe the work of teaching young children and teaching in child care. These competing and colliding discourses, it is argued produce an identity of preservice teachers as ‘heroic victims.’
Updated: Sep. 01, 2015
Centrality of Enactive Experiences, Framing, and Motivation to Student Teachers’ Emerging Professional Identity
In the context of the student-teaching practicum, interactions with cooperating teachers and pupils are believed to comprise the press for professional identity development, though theory-based explanations are often neglected in the literature, and findings are not always consistent. To address this issue, the authors used grounded theory to articulate a model explaining the relations among three constructs important to the process of identity development of student teachers. The findings are organized around a model that highlights the phenomenon of “negotiating who I am as a teacher”.
Updated: Aug. 16, 2015