Search results for: Professional identity
Page 12/14 134 items
This study of further education teachers, conducted over a two-year period, captures the realities of their working lives and, in particular, draws attention to how teachers reconcile competing pressures. The study draws on a variety of data including ethnographic observation, journals and biographical accounts to indicate the nature of their fractured professional base that leaves them open to exploitation.
Updated: Dec. 16, 2009
The author is trying to break the cycle of social reproduction and domination and become the type of teacher who liberates rather than domesticates. In this article the author uses ‘autoethnography’ and ‘mystoriography’ to analyse his professional development and to imagine and enact a teaching identity. Pragmatic radicalism provides a strategic means of surviving and undermining hegemonic school systems while revolutionising the politics of the classroom.
Updated: Dec. 15, 2009
Connecting Religion and Teacher Identity: The Unexplored Relationship between Teachers and Religion in Public Schools
This article uses literature on religion, multiculturalism, teacher identity, and popular culture to connect teachers' private religious identifications to their professional identities in public school classrooms. It supports future research in this area and provides a theoretical framework for subsequent studies.
Updated: Dec. 09, 2009
New Regimes of Truth: The Impact of Performative School Self Evaluation Systems on Teachers' Professional Identities
This paper develops a Foucauldian analysis of interview data from a single case study site to illustrate the ways that new regimes of truth are created within schools and to consider the impact of disciplinary systems on teachers' professional identities.
Updated: Dec. 09, 2009
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