Search results for: Self concept
Page 2/5 45 items
This article reexamines the data set of a longitudinal study of four novice EFL teachers’ motivation in the context of Japan. The article attempts to illuminate novice teachers’ changing motivation and self-concept as situated in the routines of their first teaching posts. A major finding of this study is the weakened effects of ideal selves as future self-guides. Another salient characteristic which was found about novice teachers’ motivation and self-concept was the power of reflexivity. The four novice teachers’ stories in the second stage showed that the responsibilities, constraints, pressure, and joy of the reality of secondary school teaching induced serious reflective thoughts in their minds.
Updated: Dec. 08, 2014
In this article, the authors articulate a theory of a critical body pedagogy that can contribute to a larger justice-oriented project. The authors drew on class readings, writings, activities, class discussions, and reflective notes to explore what this critical pedagogy of the body afforded for their preservice education students—and them. The authors argue that the prevalence of body-related discourses in the students’ work, points to the necessity of a critical body pedagogy within justice-oriented teacher education. Therefore, they conclude that some teacher education programs, future and present teachers are taught to be reflexive in their understandings of race, social class, gender, religion, language, ethnicity, and sometimes sexuality as a way for them to become critically conscious of the power and discourses circulating such positionalities.
Updated: Apr. 22, 2014
Charting a Way Forward: Intersections of Race and Space in Establishing Identity as an African-Canadian Teacher Educator
This research project grew out of the author's desire to address and transform her experience as a Black, female teacher educator in a White settler province and country. Along with self-study methodology, the author uses critical race theory and feminist post-structural theory to analyze the construction of her racial identity and relations of power in a White settler society.The author concludes that empathy, validation and acceptance from colleagues have buoyed her confidence as she searches for ways to narrow the racial and cultural divide between self and other in order to build collaborative relationships with students. Three important tools that have proved highly effective are critical race theory, critical pedagogy, and feminist post-structuralist theory.
Updated: Dec. 11, 2013
The purpose of this self-study was to identify implications of self-positioning for the author's practice in the stories she tells on her both professional knowledge landscapes: as a teacher in a junior high school and as a teacher educator. Three issues were raised during the course of this study. The first issue revolves around the author's two plotlines of becoming a teacher and why she believes that these plotlines are competing and not conflicting. Another issue raised by this study centers on the idea of the interrogative act of asking someone how they became a teacher, and what assumptions are concomitant with that kind of an inquiry on various landscapes. The third issue deals with changes in her interaction patterns with students on both the public school landscape and the university landscape.
Updated: Dec. 10, 2013
Various discourses of the body, including those around appearance, health and fitness, circulate within societal institutions and through relations of power these impact on the way in which we come to understand bodies. This research investigates the impact of various cultures of the body, on pre-service physical education teachers' understandings and meaning making about bodies, fitness, health and personal engagement in bodywork.
Updated: Aug. 21, 2013
Inclusion or Exclusion?: A Narrative Inquiry of a Language Teacher’s Identity Experience in the ‘New Work Order’ of Competing Pedagogies
The current article explores how an EFL teacher negotiates her identity to adapt to the ‘new work order’ in an English education department at a university in China. From a narrative inquiry perspective, the research illuminates the complexity of teacher identity in educational reforms. The findings show that teachers need to shift their identities to survive change.
Updated: Dec. 21, 2011
Eliciting Critical Literacy Narratives of Bi/Multilingual Teacher Candidates across U.S. Teacher Education Contexts
The current article compares between critical literacy narratives of bi/multilingual preservice teachers across contexts in the United States. The article draws upon empirical data from two studies: a narrative inquiry with Latino teacher candidates in the Midwest and a participatory action research project with bilingual preservice teachers in Hawaii. The purpose of this comparison is to examine participants’ identities and experience in academia.
Updated: Dec. 15, 2011
This article offers a theoretical confirmation to the multiple, discontinuous and social nature of teacher identity claimed by others. This paper simultaneously nuances this view by emphasizing the unitary, continuous and individual nature of teacher identity. The paper stresses that teacher development takes place in the form of self-dialogues between different parts of self.
Updated: Nov. 17, 2011
The goal of this paper was to analyze the disposition domains teacher candidates draw from as they think about their early teaching experiences. The authors used the ICM framework which composed of three disposition domains—intellectual, cultural, and moral-as a heuristic for analyzing teacher candidates’ open-ended journals. The data indicate that candidates who possessed the greatest awareness of their dispositions also had the greatest capacity to unpack their assumptions.
Updated: Sep. 25, 2011
The initial goal of this research project was to redesign a learning theory course as transitional space. The research then evolved into an analysis of how unresolved conflict from younger learning selves influence graduate preservice teachers' acquisition of teacher identity. Two case study illustrations of preservice teachers resulted from this work. These illustrations demonstrate how transitional space is troubled space and the unevenness of teacher development.
Updated: Jul. 26, 2011