Search results for: Professional identity
Page 10/14 134 items
General, Special and … Inclusive: Refiguring Professional Identities in a Collaboratively Taught Classroom
This article examines how collaborative practice between special and general education teachers complicates the configuration of their professional identities. The article uses the framework of 'figured world' to scrutinize the practice of one special educator, Stephanie.
Updated: Apr. 26, 2011
The current paper reports on a qualitative case study which conducted in Hong Kong. This case study explored the experiences of two groups of secondary school English language teachers as they participated in school–university partnerships.
Updated: Apr. 17, 2011
This article presents the findings of a study which examines the professional identity of 45 student teachers. The students described their personal experiences in teaching their own subject. Furthermore, the students described the positive and negative emotions that were evoked. The study suggests developing the social aspects of learning to teach by supporting teacher identity formation in initial training.
Updated: Apr. 14, 2011
In a self-study, five Dutch teacher educators carried out their individual studies, while supported by the group of colleagues and by the three facilitators. These facilitators also conducted a self-study of the whole project, particularly focusing on helping and hindering aspects of the facilitation process. In this article, the authors report two of the teacher educators' self-studies, one in the context of foreign language teaching and the other in the context of deepening student teacher reflection. In addition, the authors describe the design and outcomes of the self-study carried out by the facilitators.
Updated: Feb. 20, 2011
Professional Identity Creation: Examining the Development of Beginning Preservice Teachers' Understanding of Their Work as Teachers
In making the transition from student to teacher, preservice teachers create their own professional identity. This study examines the preservice teachers’ ability to articulate this identity through a new construct, a “teachers' voice”. A teachers' voice, develops when preservice teachers interpret and reinterpret their experiences through the processes of reflection. A teachers' voice is articulated as part of the persons' self-image. The construct, a teachers' voice, was investigated by examining changes in preservice teachers' contributions in an online discussion forum.
Updated: Aug. 03, 2010
This study investigates the short-term evolutions in student teachers’ perception of their professional identity and the effect of teacher education ‘milestones’ on this perception. The study was carried out in the context of a three-year teaching programme in Belgium for lower secondary education teachers. Questionnaires were filled out by first-year, second-year and third-year students from two colleges. The questionnaire included four scales: commitment to teaching, professional orientation, task orientation and self-efficacy. In the first five months of the first-year course, a shift in students’ task orientation was observed: students developed a more pupil-oriented approach in teaching. Another shift occurred after workplace experience.
Updated: Jul. 20, 2010
Understanding Change in Teachers’ Ways of Being through Collaborative Action Research: A Cultural–Historical Activity Theory Analysis
The authors’ goal is to seek to understand the factors that affect changes in the teachers’ identities. The authors report on a study of teachers engaged in collaborative action research (CAR) to improve their implementation of digital photography in their teaching. The research design combines the use of ethnographic methods, participatory evaluation methods and action research. The authors use cultural–historical activity theory to understand why the data suggest that there was little change in the teachers’ identity by the end of the first cycle of action research, while those who participated in both the initial action research and the CAR group had a change in their identities.
Updated: Jun. 23, 2010
Drawing from a larger study of teacher professional identities, this article explores how two beginning early childhood educators talk about what it means to teach. The article focuses on how these novice teachers position themselves, and are positioned, by their understandings of the 'child'. Using critical discourse analysis as a way of examining interview data, the author discusses how a discourse of the 'normal' child constructs particular identity positions for children and the adults who work with them.
Updated: May. 09, 2010
This article focuses on how professional identity of teacher educators can be portrayed in a systematic way both on a cognitive level and an emotional level. The authors used a narrative–biographical instrument. In order to construct this method, eight teacher educators reflected on their professional development, using the self-confrontation method, resulting in self-narratives.The findings of the study indicate teacher educators’ meaningful experiences can be portrayed in a systematic way using identity components such as job motivation, task perception, task-feeling, self-image and self-feeling.
Updated: Mar. 21, 2010
This article focuses on aspects of the professional development of five beginning teacher educators in four higher education institutions in England. Examples of their developing pedagogic practices and reasoning and conceptions of their roles and identities as teacher educators in their new settings have been generated from interviews from this longitudinal case study. Individual differences, which emerged from the start, remain but greater confidence to be more experimental with their student-teachers, to plan for student-teacher-led learning and to undertake modelling and more open discussion about their pedagogical practice and principles are reported.
Updated: Mar. 21, 2010