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Search Results for 'Professional identity' (Keyword)
115 items found 1 / 12 Go to page 
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1   |   From section Beginning Teachers
Professional Identity Tensions of Beginning Teachers
This study presents an overview of the tensions regarding professional identity that was experienced by a group of beginning teachers. Interviews with beginning teachers resulted in 59 tensions that could be classified into three themes: (1) The change in role from student to teacher, (2) conflicts between desired and actual support given to students, and (3) conflicting conceptions of learning to teach. Most of the tensions experienced conform with those found in the literature. In most cases, feelings of helplessness, frustration, or anger were dominant in accompanying the tensions, and the teachers had a strong desire to learn to cope with them.
Publication Year: 2013    |    Updated in ITEC: June 8, 2017
2   |   From section Instruction in Teacher Training
Identity in Activity: Examining Teacher Professional Identity Formation in the Paired-Placement of Student Teachers
The purpose of this study is to better understand teacher professional development in a paired-placement context. It focuses specifically on how two teacher students (STs) in Vietnam, Hien and Chinh, develop their professional identities in the collaborative setting, and how factors specific to pair-work mediate this process. Findings from this study suggest that an individual teacher’s identity influences her/his cognitive and affective perception of an event. Paired-placement created an environment whereby the student teachers’ conflicting identities, associated with different cognitive and affective perceptions of the experience, were challenged, leading to contradictions. However, within the framework of planned and supervised collaboration, the STs resolved most of their conflicts constructively and experienced qualitative development in their teaching identities.
Publication Year: 2013    |    Updated in ITEC: April 30, 2017
3   |   From section Mentoring & Supervision
Comparing Alternative Voices in the Academy: Navigating the Complexity of Mentoring Relationships from Divergent Ethnic Backgrounds
The authors explored the mentoring experiences of two women in higher education who are working at different levels within a research institution. Traditional mentoring relationships which pair graduate students or junior faculty with a single mentor matched by gender, race, research interest have not produced unilateral success for dedicated protégés. Alternatives to traditional mentoring have produced positive results for participants through supports which better match the needs of women and minority graduate students and junior faculty. Yet, few organized efforts to develop successful alternative approaches to traditional mentoring exist.
Publication Year: 2014    |    Updated in ITEC: March 23, 2017
4   |   From section Preservice Teachers
edTPA, Videotape, and Occupational Identity: A Study of Pre-service Teachers
In this study, the author sought to contribute to the scholarly discourse of understanding how North American elementary pre-service teachers experienced evaluation via teacher performance assessments. Through extensive interviews and thematic data analysis, this study generally supported the contention that the process of completing edTPA deepened student teachers’ understanding of their educational experience in a number of domains, which in turn suggested a broader awareness and appreciation of the complexities of learning to teach.
Publication Year: 2017    |    Updated in ITEC: March 2, 2017
5   |   From section Mentoring & Supervision
Student Teachers’ and Mentor Teachers’ Perceptions and Expectations of a Mentoring Relationship: Do They Match or Clash?
This study investigates mentor teachers’ and student teachers’ perceptions of the components of a positive mentoring relationship and its impact on the identity formation of student teachers. The findings revealed that emotional and academic support, an open line of communication and feedback were regarded as key elements of a positive mentoring relationship by both parties. However, a key difference was shown in the participants’ perceptions toward the impact of the mentoring relationship on student teachers’ identity. The research found that student teachers considered the impact of the mentoring relationship on their identity development to be highly significant, whereas only three mentor teachers held this view.
Publication Year: 2016    |    Updated in ITEC: January 25, 2017
6   |   From section Instruction in Teacher Training
From Learner to Teacher: Practice, Language, and Identity in a Teaching Practicum
Author John Trent
The purpose of this study was to understand how a group of pre-service English language teachers constructed and negotiated their identities as teachers during a teaching practicum. The results of this study suggest that the identity work is an essential feature of student teachers’ experiences of a teaching practicum as they attempt to position themselves as particular types of teachers, not only within their placement schools, but also in relation to their understandings of what it means to be a language teacher, both within Hong Kong and beyond. However, the study also highlighted the potential for identity conflict that can arise if there is a mismatch between the subject positions offered to pre-service teachers within teacher education programmes and practicum placement schools and the student teachers own self-positioning as teachers.
Publication Year: 2013    |    Updated in ITEC: December 28, 2016
7   |   From section Teacher Educators
Teacher Educator Identity Development of the Nontraditional Teacher Educator
This auto-ethnography focuses on the process of developing a teacher educator identity for the new teacher educator whose career path did not begin in the Pre K-12 setting. By examining her own experience the author explores the tensions and difficulties that beset new nontraditional faculty of teacher education and compare them to those of traditional teacher educators.
Publication Year: 2014    |    Updated in ITEC: December 27, 2016
8   |   From section Beginning Teachers
Tracing a Beginning Elementary Teacher’s Development of Identity for Science Teaching
The purpose of this case study was to document the development of a beginning elementary teacher identity for science teaching at the elementary school. In doing so, this study traces the experiences throughout her life in various contexts and examines how those impacted the development of her identity for science teaching. As revealed in the findings, the beginning teacher did not have a strong science identity as a young learner of science. She articulated no enthusiasm about science and was unable to share many critical experiences with science across her schooling years. A shift in her identity occurred when she went to university and gained an interest in science because she was provided with opportunities to think and do science in contemporary ways.
Publication Year: 2014    |    Updated in ITEC: November 9, 2016
9   |   From section Preservice Teachers
Pre-Service Teachers with Learning Disabilities: Perceptions of Professional Training
The goal of this study was to examine how pre-service teachers with learning disabilities (LD) perceive their professional training during their first years of Teacher College and whether perception will change during the course of the first term of their undergraduate studies. The findings reveal that the pre-service teachers with learning disabilities had unique perceptions and needs as well as common perceptions of pre-service teachers during their training practice.
Publication Year: 2016    |    Updated in ITEC: October 31, 2016
10   |   From section Instruction in Teacher Training
A Discourse Analytic Approach to Video Analysis of Teaching: Aligning Desired Identities With Practice
This article presents findings from a qualitative study of an experience that supports teacher candidates to use discourse analysis and positioning theory to analyze videos of their practice during student teaching. Using case study methods for data generation and analysis, the authors demonstrate how one participant used the analytic tools to trace whether and how she enacted her preferred teacher identities during student teaching.
Publication Year: 2015    |    Updated in ITEC: October 5, 2016
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