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Search Results for 'Professional identity' (Keyword)
123 items found 1 / 13 Go to page 
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1   |   From section Mentoring & Supervision
Preservice Teachers’ Professional Identity Development and the Role of Mentor Teachers
The purpose of this study was two-folded. Firstly, it investigated the changes in preservice teachers’ professional identity after a four-week block practicum; Secondly, it examined the role of mentor teachers in creating changes in their professional identity. The author concludes that mentoring relationships played a significant role in shaping preservice teachers’ teacher identity. The detailed feedback mentor teachers provided and their positive interactions, helped preservice teachers build higher levels of confidence, and demonstrate a deeper understanding of their role as a teacher.
Publication Year: 2016    |    Updated in ITEC: December 11, 2017
2   |   From section Teacher Educators
Embracing Institutional Authority: The Emerging Identity of a Novice Teacher Educator
This article examines how various aspects of the first author's identity, i.e. natural, institutional, discursive, and affinity, intersected during his first semester as teacher educator. The experience of the novice teacher educator revealed that his preoccupation with students’ perceptions of who he was as a teacher and as an individual prevented any substantial consideration of the kind of teacher educator he wanted to be. Given the insecurities often tied to this new professional identity, the authors argue that it is important to consider and negotiate the pedagogical and professional development of first-time teacher educators.The authors believe that an emphasis on community should be promoted in order to enhance the possibilities of teacher education. They say that novice teacher educators should be surrounded by like-minded individuals who function as both critical friends and a supportive community.
Publication Year: 2014    |    Updated in ITEC: October 15, 2017
3   |   From section Professional Development
The Resourceful Facilitator: Teacher Leaders Constructing Identities as Facilitators of Teacher Peer Groups
Drawing on a qualitative study of facilitation of teacher peer groups, this paper investigates how teacher leaders integrate experiences from different domains of life in constructing a unique facilitator identity. Focusing on portraits of three teacher leaders, it demonstrates how teachers relate experiences outside of teaching, including academic experiences, other professional experiences, and social experiences, to the skills and orientation necessary for effective facilitation.
Publication Year: 2016    |    Updated in ITEC: September 11, 2017
4   |   From section Beginning Teachers
How Do Novice Teachers in Finland Perceive Their Professional Agency?
This study explored investigated novice teachers’ sense of professional agency, and the perceived resources and obstacles affecting it. The authors conclude that the findings imply that novice teachers need multiprofessional, collegial, and principal support for the practice of their professional agency within the school. The findings also emphasized the crucial role of the school principal.
Publication Year: 2015    |    Updated in ITEC: September 6, 2017
5   |   From section Beginning Teachers
Beginning Teacher Attrition: A Question of Identity Making and Identity Shifting
The author wondered why so many beginning teachers leave the profession. The author proposes to frame the problem as one of teacher identity making and identity shifting in order to understand the experiences of beginning teacher attrition. In what follows the author uses the stories of his experiences as a beginning teacher as a way to narratively read the ways beginning teacher attrition has been conceptualized. Through his experiences as a teacher, and his autobiographical narrative inquiry work, the author has begun to frame beginning teacher attrition as a problem that compels inquiry into teacher identity making and identity shifting as a way to narratively understand the experiences of beginning teachers.
Publication Year: 2013    |    Updated in ITEC: July 26, 2017
6   |   From section Preservice Teachers
“It Just Made Me Look At Language in a Different Way:” ESOL Teacher Candidates’ Identity Negotiation through Teacher Education Coursework
This article reports on a case study that examined the teacher identity construction of preservice ESOL (English for speakers of other languages) teachers in a 13-month MATESOL program. The findings point out that the TCs negotiated their teacher identities throughout their teacher learning experiences in teacher education courses: 1) Throughout their teacher learning experiences in the activities offered in the IMP courses, they negotiated and enacted their emerging identities as ESOL teachers; 2) their professional interaction with other TCs through formal or informal conversations presented them with a dialogic space in which they framed and tried on their subject positions as ESOL teachers; 3) their simultaneous internship along with coursework was highlighted and acknowledged by their professors and peers, and the three TCs of IMP were positioned as experts of public school system.
Publication Year: 2017    |    Updated in ITEC: July 19, 2017
7   |   From section Teacher Educators
Understanding Higher Education-Based Teacher Educators’ Identities in Hong Kong: A Sociocultural Linguistic Perspective
Author Rui Yuan
This study investigates two language teacher educators’ professional identities in Hong Kong universities. The findings show that the participants discursively constructed their identities, such as “accidental teacher educator,” “teacher educator-researcher,” “struggling researcher,” “teacher of teachers,” and “inactive researcher” in their professional work.
Publication Year: 2016    |    Updated in ITEC: July 9, 2017
8   |   From section Theories & Approaches
Multiple Dimensions of Teacher Identity Development from Pre-service to Early Years of Teaching: A Longitudinal Study
This study utilises three dimensions of identity construction (multiplicity vs. unity; social vs. individual; discontinuity vs. continuity) to examine how teachers describe their different roles, how they develop dialogical relations among multiplicity. The findings showed that all participants’ initial identity positions, except one female, have changed, either slightly or radically, during the course of this study. They experienced disequilibrium among different identity positions during the change, which confirms existing research that disequilibrium is considered essential for changes to occur. This study also showed that these teachers’ multiple Identity positions and the conflicts among them are not bounded within the classroom teaching domain or instructional and pedagogical issues.
Publication Year: 2017    |    Updated in ITEC: July 2, 2017
9   |   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
10   |   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
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