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Search Results for 'Self concept' (Keyword)
New Teachers, Mentoring and the Discursive Formation of Professional Identity
This article considers the implications of mentoring for the discursive formation of professional identities of newly graduated teachers in Victoria, Australia. The paper draws attention to the effects of mentoring as conceived in this context on the construction of new teacher identities, the close relationship between professional standards and mentoring, the relationship between mentoring and the performative culture of schools, and what it means to be ‘a good teacher’ within this culture.
Publication Year: 2010 | Updated in ITEC: September 5, 2010
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Tracing One Teacher Candidate's Discursive Identity Work
Drawing on the work of one teacher candidate, the author demonstrates what can be learnt about the process of discursively constructing a teacher identity. This teacher candidate positioned herself differently over time in relation to discourses from her teacher education programme about the importance of using detailed knowledge of students to guide planning and instruction. The findings have implications for the ways teacher educators work with teacher candidates around artefacts of practice.
Publication Year: 2010 | Updated in ITEC: August 22, 2010
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Identity Formation of Teacher–Mentors: An Analysis of Contrasting Experiences Using a Wengerian Matrix Framework
In this article, the authors use Wenger’s matrix framework to analyze the experiences of two teacher–mentors. The authors also use this framework to interpret how the teacher–mentors’ identities are formed during the process of mentoring student–teachers. Factors that contribute significantly to the development of the teacher–mentors’ identity include the school culture, the ‘personalities’ of the other community members, and the influence of other relevant communities of practice.
Publication Year: 2010 | Updated in ITEC: August 17, 2010
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Enhancing the Role of the Arts in Primary Pre-service Teacher Education
This research explored the impact upon pre-service teachers' orientations towards the arts of a performing arts week within a one-year postgraduate teacher education programme. Findings indicated that the performing arts week had helped to strengthen participants' self-image as artistic individuals who recognise the value of the arts in children's education.
Publication Year: 2010 | Updated in ITEC: August 15, 2010
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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
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Globalization and Life History Research: Fragments of A Life Foretold
The goal of this article is to understand, by way of a life history, how globalization impacts the working class in a developing nation. The concept of globalization and the method of life history seem diametrically opposed. The author takes issue with the idea that the two concepts are incompatible and instead suggests that life history affords a way to come to terms with globalization that is often missing from large cross-national studies. The author has used life history as a way to understand how one Malaysian low-income working-class youth sees himself in a time fraught with change and ambiguity, and by doing so, hopefully have shed light on how we might employ life history to understand how education is being changed by globalization.
Publication Year: 2010 | Updated in ITEC: July 13, 2010
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The Role of Action Research in Transforming Teacher Identity: Modes of Belonging and Ecological Perspectives
Using data from a three-year action research project, the author examines how action research may be used to promote and support teacher identity construction and reconstruction. More specifically, the author examines how modes of belonging were enacted in teacher-centred action research communities of practice. As well, an ecological perspective is adopted to provide insight into how teachers’ identities are formed and reformed in the context of teacher-centred action research.
Publication Year: 2010 | Updated in ITEC: June 29, 2010
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Conceptualizing Dispositions: Intellectual, Cultural, and Moral Domains of Teaching
In this paper, the authors’ goal is to explore how teacher candidates are inclined to think through issues of content and pedagogy, the cultural backgrounds of their students, and the values driving their moral reasoning. The authors provide a heuristic that organizes dispositions around three domains - intellectual, cultural, and moral. The authors use a small sample of teacher candidate journal entries to ground the discussion of each disposition domain. The authors offer recommendations for how teacher education programs can provide opportunities for prospective teachers to consider their dispositions and to identify how their dispositions influence teaching decisions.
Publication Year: 2009 | Updated in ITEC: January 31, 2010
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'Me at University Doing Teacher Training - What a Big Laugh': Narrative and Parrhesia
This article uses Foucault's notion of parrhesia to analyse the story of another and to interrogate teacher education in terms of the particular moral order or the forms of socialization that it uses. The author examines the context of her own teaching in terms of truth-telling and the normative expectations that were found to exist. Through reflection and analysis and using the patterns of action research came the realization that some of what we do within teacher education examines a student's moral performance rather than their pedagogical ability.
Publication Year: 2009 | Updated in ITEC: January 12, 2010
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Moving to Secondary School: On the Role of Affective Expectations in a Tracking School System
Transition to secondary school implies basic changes in social, instructional and organisational aspects of school life which afford the pupils’ adjustment. As transition takes place at a predictable point in time, children develop expectations about the start at their new school. In order to analyse predictors and consequences of these expectations 870 German children filled in
a questionnaire assessing transition expectations, grades in mathematics and language, academic self-concept, and school dislike. Achievement tests were administered, too.
Publication Year: 2009 | Updated in ITEC: January 12, 2010
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