Search results for: Professional identity
Page 6/13 126 items
From the imagined to the practiced: A case study on novice EFL teachers’ professional identity change in China
This article examines the change of four novice EFL teachers’ professional identities in the first years of teaching in K-12 schools in China. the findings suggest that (1) novice teachers’ cue-based or exemplar-based imagined identities may change into rule-based or schema-based practiced identities as mediated by the mixed influences of the institutional contexts of school and the dynamic educational contexts; and that (2) the institutional pressures seem to cause the imagined identities to be negatively replaced, but the teacher’s perseverance and agency in seeking opportunities of professional development may ultimately determine the positive evolution of the imagined identities.
Updated: Feb. 08, 2015
This article examines how the university-based teacher educator is conceptualised as a category of academic worker at the institutional level in England. The findings reveal that it was common for universities to conceptualise the teacher educator as an effective classroom practitioner demonstrating strong personal qualities of enthusiasm and resilience. Furthermore, training and delivery described teaching, often relating directly to how teaching and teacher education were described in policy and professional discourse. The findings also show that the institutions shared a commitment to teacher educators’ credibility with the profession, usually demonstrated through significant professional experience.
Updated: Jan. 29, 2015
This article investigates teacher identities of first-year student teachers through their practical theories. The results revealed that when student teachers begin their teacher education, the majority of positions concern didactical issues, that is, how to promote pupils’ studying and learning processes. In addition, the participants’ teacher identities as teachers strongly emphasise the moral nature of teaching. Contextual issues about school and society and matters related to content, such as the curriculum, had little representation in first-year student teacher identities.
Updated: Jan. 20, 2015
Tensions in Beginning Teachers’ Professional Identity Development, Accompanying Feelings and Coping Strategies
This paper examined tensions encountered by 182 beginning teachers during their professional identity development. The article also explored the feelings that accompanied these tensions and the ways they tried to cope with these. The findings reveal that tensions that are often mentioned by beginning teachers concerned conflicts between what they desire and what is possible in reality. Female teachers reported more tensions than their male colleagues, while final-year student teachers did not differ from first-year in-practice teachers in the number of tensions they experienced. Tensions were often accompanied by feelings of helplessness, anger or an awareness of shortcomings.
Updated: Jan. 20, 2015
This study examines how preservice teachers conceptualize popular depictions of the profession or issues related to the “extended professionality” of teaching. The authors sought to determine the effectiveness of the controversial documentary, Waiting for Superman, in fostering student interest and engagement with issues related to the extended professionality of teaching. The findings illuminate a need for broaching issues of extended professionality within teacher education programs.
Updated: Jan. 12, 2015
This paper analyzes teacher educators’ constructions of their professionalism and the constituent professional resources and senses of identity on which that professionalism draws. The study is framed by a broadly sociological concern with the (re)production of social patterns and relations through teacher education. The findings show that three modes of professionalism were constructed by educators within the sample group, with each deploying professional resources and senses of identity in varying ways to position individuals as credible and legitimate practitioners within the field of teacher education.
Updated: Dec. 22, 2014
Struggling for a Professional Identity: Two Newly Qualified Language Teachers’ Identity Narratives during the First Years at Work
The purpose of this article was to examine how two newly qualified teachers constructed their identity. The findings reveal that the participants’ stories display two different experience narratives: a painful and an easy beginning. Despite the same teacher education programme and the same kind of working environment, these cases represented two clearly different ways of experiencing the induction phase. This study supports the idea of a violent impact that the induction period can have on teachers’ self-understanding. Understanding teachers’ induction from the perspective of a possible identity crisis can open up ways of supporting newly qualified teachers in their professional development, both during their teacher studies and during the induction phase.
Updated: Dec. 21, 2014
This study explored how Finnish university-based subject teacher educators perceive their professional identity as a small group within a larger social context and with a mixed background. The results show that the identities of the subject teacher educators studied here are reconstructed over time, from a subject teacher identity to the identity of a subject teacher educator as an educationalist. However, the subject teacher educators were perceived as educationalists or subject representatives depending on the institutional context. Although the present results indicate that the Finnish subject teacher educators experienced teaching as a central part of their duties, they saw the benefit of engaging in research.
Updated: Nov. 12, 2014
This article focuses on the professional and academic development of mid-career teacher educators from two universities in England. The objectives of the study were to analyse and compare the career experiences of teacher educators. Clear landmarks were identified in both contexts, with development in teaching seen as largely positive, while research development was much more varied.
Updated: Oct. 22, 2014
Drawn from a larger study, the authors examine how one preservice teacher negotiated positions of power with students in ways that enabled and prohibited him from enacting his preferred teacher identities. Specifically, this study illustrates how video analysis opened opportunities for this preservice teacher to reflect on the relationship between positions of power and identity enactment during moment-to-moment classroom interactions. The analysis challenged the preservice teacher to study how he positioned himself as a teacher, how students positioned him, and how he positioned students during classroom interactions.
Updated: Sep. 03, 2014