|
|
Search Results for 'Professional identity' (Keyword)
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.
Publication Year: 2010 | Updated in ITEC: August 3, 2010
|
The Development of Student Teachers’ Professional Identity
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.
Publication Year: 2010 | Updated in ITEC: July 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.
Publication Year: 2010 | Updated in ITEC: June 27, 2010
|
Novice Teachers' Work: Constructing 'Different' Children?
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.
Publication Year: 2010 | Updated in ITEC: May 9, 2010
|
Supporting Professional Learning through Teacher Educator Enquiries: An Ethnographic Insight into Developing Understandings and Changing Identities
The purpose of this paper is to share how pedagogic practice nurturing an Enquiry Design learning community can support teacher educators, enhancing their research understanding and developing their researcher identity through a socially mediated educative process. The findings of the study indicate how a social constructivist approach to teaching research design can support teacher enquiries focused on a range of issues including developing the nature of reflectivity, enhancing professional learning, emancipating practice, enhancing constructive collaborative discussions, improving problem-solving pedagogy, making judgements about effectiveness of training and supporting affective accreditation.
Publication Year: 2010 | Updated in ITEC: June 22, 2010
|
‘I Can Only Learn in Dialogue!’ Exploring Professional Identities in Teacher Education
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.
Publication Year: 2010 | Updated in ITEC: June 22, 2010
|
Teacher Educators: Their Identities, Sub-Identities and Implications for Professional Development
In this article the authors address the question: 'What sub-identities of teacher educators emerge from the research literature about teacher educators and what are the implications of the sub-identities for the professional development of teacher educators?' To answer the research question, the authors set out to analyze the research literature relating to teacher educators to search for ways in which such sub-identities might be explicitly or implicitly described.
Based on the research literature the authors found four sub-identities that are available for teacher educators: schoolteacher, teacher in Higher Education, teacher of teachers (or second order teacher) and researcher.
Publication Year: 2010 | Updated in ITEC: June 22, 2010
|
Constructing New Professional Identities through Self-Study: From Teacher to Teacher Educator
In this article, two beginning teacher educators discuss their experiences of professional learning and identity construction during the first years of their work as academics. The authors entered teacher education after working as classroom teachers but, as has been found by others in the literature, were provided with little formal preparation for this career transition.
The tensions and dilemmas inherent in being ‘expert’ teachers and ‘novice’ teacher educators are discussed. The authors emphasize particularly the complexity of developing professional connections with colleagues in the academic context.
Publication Year: 2010 | Updated in ITEC: June 22, 2010
|
Professional Development of Novice Teacher Educators: Professional Self, Interpersonal Relations and Teaching Skills
The article presents the main domains that reinforced novice teacher educators, as evidenced by their feedback regarding a one-year program implemented at an Israeli intercollegiate professional centre. The main argument posits that since the teacher educator plays a key role in the foundation of the teacher education profession, he/she must be an expert in the field.
The study of the advantages and outcomes of a unique model of learning while working contributes to the definition of the requisite channels for the teacher educator’s effective induction and skilled specialisation.
Publication Year: 2010 | Updated in ITEC: June 22, 2010
|
Developing Pedagogical Practice and Professional Identities of Beginning Teacher Educators
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.
Publication Year: 2010 | Updated in ITEC: June 22, 2010
|
|
|
