Search results for: Professional identity
Page 7/14 139 items
This study attempts to profile beginning teachers according to their professional identity tensions. These profiles regards beginning teachers' changing role from student to teacher, their care for students and their orientations towards learning to teach. The cluster analysis of these tensions revealed that the participants could be classified into six different profiles, namely: teachers struggling with (views of) significant others, teachers with care-related tensions, teachers with responsibility-related tensions, moderately tense teachers, tension-free teachers, and troubled teachers. Furthermore, 30 of the 42 beginning teachers who completed the questionnaire twice changed profiles after the transition period from student teacher to in-practice teacher.
Updated: Mar. 16, 2015
Developing Professional Identities through Participation Within a Hybrid Community of Practice: Illustrating the Front-Line Experiences of Four Pre-K Mentor–Teachers
The purpose of this article is to describe a case study explored how a hybrid community of practice comprised of four pre-K mentors and a university program coordinator supported the development of new understandings about how to effectively supervise preservice teachers. The mentor discovered that participating in a community of practice contributed to changes in their thinking not only about their current mentoring situations, but also about guiding novice teachers as a professional calling. Furthermore, they began this study with preconceived notions of what it meant to be mentors that were somewhat black and white. However, they left feeling overwhelmed by the knowledge that mentoring is a complex act characterized by dual responsibilities of being teacher educators and early childhood teachers.
Updated: Mar. 15, 2015
This article is a report on contributions of a critical EFL teacher education course to teachers’ professional identity reconstruction. Three major shifts were observed in the participants' professional identities: from conformity to and romanticization of dominant ideologies to critical autonomy, from an instrumentalist orientation to a critical/transformative orientation of teaching, and from a linguistic and technical view to an educational view of English Language Teaching.
Updated: Mar. 09, 2015
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