Search results for: Professional identity
Page 7/13 129 items
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
This research set out to examine the contribution of narrative analysis of a hidden story to the potential reassessment of the narrator’s self and identity. The phenomenon of ‘hidden stories’ is presented here through an exemplary story told by a woman teacher, who revealed it for the first time in a seminar work, employing narrative analysis to examine its long-term effect on her. The findings reveal how narrative analysis facilitated the teacher's in-depth understanding of her identity at different life stages, thereby enabling her to reconstruct it anew. The story of the autobiographical event and its analysis helped the teacher not only to free herself from the difficult event that she had undergone as a young pupil, and had hidden for such a long time, but also to confront it face to face and conduct a deep internal dialogue with it.
Updated: Jun. 09, 2014
This article describes the results of a qualitative study that aimed to explore how one group of preservice English language teachers in Hong Kong constructed their identities as teachers. The findings demonstrate that the trajectory of the preservice teachers’ identity formation relied not only on connecting past and future but also on their perceptions of current English language teaching practices in Hong Kong schools. However, the participants evaluated many of these practices negatively. These negative evaluations resulted in a rigid division being discursively established between ‘traditional’ teachers on the one hand and ‘modern’ teachers on the other.
Updated: Feb. 17, 2014
Imagining, Becoming, and Being a Teacher: How Professional History Mediates Teacher Educator Identity
The context of this self-study is a professional development project involving primary-grade teachers in one public school and two university teacher educators. The authors are two teacher educators who are both former public school elementary-grade teachers.The aim of this self-study was to illuminate their understanding of their own professional identities as teachers. Analysis of their narratives revealed that fundamental aspects of their teacher identity have remained constant as their careers have evolved. Regardless of the setting, the age of their students, or the expanded expectations of the university to engage in research and professional service, the authors are, first and foremost, teachers.
Updated: Jan. 08, 2014
This article examines how teacher educators exercise professional agency in negotiating their teacher and researcher identities. This paper also examines how professional agency is manifested in their local work contexts at individual level, at work-community level and at organisational levels. The study is based on a sociocultural approach, and it seeks to conceptualise the interplay between individual actors and the social context. The main finding was that that teacher educators manifested a strong sense of agency when describing their work as teachers. However, the construction of their researcher identity was subjugated, complex and characterised by a lack of resources. The accounts reflected a lack of agency, with minor resources for identity construction or for working as a researcher.
Updated: Nov. 18, 2013
This article considers the experience of mature trainee teachers in the United Kingdom, who participated in employment-based models of training. The paper documents collaborative action research by teacher educators focusing on the changing demands of their development work with the trainees.
Updated: Sep. 16, 2013
In this article, the author drew on his professional and personal history to explore some of the prominent features that have shaped his own teacher educator identity. The author concludes that despite the uncertain conditions for the development of professional identity in the field of teacher education, his relationships with his colleagues and his students have shaped his identity as teacher educator.
Updated: Sep. 11, 2013
This article describes an initiative, Becoming Teacher Educators (BTE). BTE is a community specifically designed for doctoral students whose career goal is to become teacher educators. The findings reveal a very high level of satisfaction from the members of BTE. Members frequently commented that the ongoing support from the community was the reason that they continued to learn, grow and share. In addition, the BTE community has provided members with additional educational and professional opportunities outside the basic requirements of their graduate programmes.
Updated: Sep. 10, 2013