Search results for: Identification
Page 1/2 14 items
This article shares research conducted in a teacher education course on culturally relevant pedagogy where students engaged in Theater of the Oppressed (TO) activities to explore the multiplicity of their and their future students’ identities.
Updated: Jun. 11, 2017
In this article, the authors suggest that current, ongoing changes in the nature and expectations of the university are causing the individuals who work in a UK School of Education to reconsider their identity. The paper proposes the formation of this identity to be a dynamic, career-long process. Diverse scaffolds for the development process are proposed, including opportunities for new teacher educators to be apprenticed into an academic role, the centrality of communities of practice and the importance of the supported development of academic skills.
Updated: Jun. 29, 2016
The Teacher I Wish to Be: Exploring the Influence of Life Histories on Student Teacher Idealised Identities
The present article examines the influence of life histories and apprenticeship of observation on the formation of student teachers’ idealised identities. Through eliciting from the student teachers the teacher they wish to be, this article focuses on the interplay between the personal histories and ideal teacher identities for the future.
Updated: Dec. 22, 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
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
Aligning Professional and Personal Identities: Applying Core Reflection in Teacher Education Practice
The goal of this study was to examine the impact of core reflection on the authors' professional lives and practices as teacher educators. Analysis exposed four themes that defined the core identity issues in these data: (a) Understanding the contradictory nature of core qualities, (b) Confronting their own hypocrisies, (c) Holding ambiguity, and (d) Sustaining authenticity in everyday practice. The authors outline five categories of change in their teaching identities and practice. The authors conclude that in applying their own process of growth from this study, they seek to foster the trusting relationships and core connections in their teaching where students can realize and understand their emerging identities as teacher and self.
Updated: Jan. 12, 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
In this collaborative self-study, the authors were interested to examine their own transition from doctoral students to assistant professors. Data revealed three turning points highlight the impact of the authors' new roles on all aspects of their practice as teacher educators and their thinking about teaching and teachers. The first turning point speaks to how the authors were challenged to reframe what counts as quality teaching in the academy. The second turning point revealed the authors' feeling that it is important to be strategic about the research they conduct to ensure sufficient opportunities for publication. Finally, the third turning point was an expression of the pressure the authors felt to do an outstanding job at each of the three components of their roles: teaching, research, and service.
Updated: Dec. 10, 2013
Fostering Pre-service Teachers’ Self-Determined Environmental Motivation Through Green Chemistry Experiments
This study was designed to test the hypothesis that a green chemistry curriculum changes Malaysian pre-service teachers’ environmental motivation. Two comparable groups of pre-service teachers participated in this study. Posttest results indicate that there is significant difference between both the groups for intrinsic motivation, integration, identification, and introjections scales and no differences for external regulation and amotivation scales.
Updated: Feb. 27, 2013
In this study, the authors identify the complexity of the transitioning identities of four STEM career changers to better inform teacher education programs on how to be more mindful of the needs of this population as they return to the life of a student again on their path toward a new career in teaching.
Updated: Jan. 28, 2013