scholarly journals Teachers’ Responses to Teacher Images in Picturebooks

2017 ◽  
Vol 18 (3) ◽  
pp. 33
Author(s):  
Elizabeth Imperio Isidro ◽  
Kathryn Button
Keyword(s):  
Teacher Identity ◽  
School Contexts ◽  
Teacher Identities ◽  
Teacher Images

Many studies look into the responses to literature of students and how these responses may affect their identities. However, rarely do studies look into teachers’ responses to literature as far as their teacher identities are concerned. This study focuses on a beginning teacher’s responses to select children’s picturebooks and how his responses reflect his current school contexts and experiences, his emerging teacher identity, and the values he holds in teaching.

Teacher Identity Development of Non-Education-Degree Individuals

2018 ◽  
pp. 287-312
Author(s):  
Tran Le Huu Nghia ◽  
Kien Trung Le
Keyword(s):  
Identity Development ◽  
Teacher Identity ◽  
Teaching Profession ◽  
Teacher Education Programs ◽  
Professional Identities ◽  
Education Programs ◽  
Teacher Identities ◽  
Teaching Competence ◽  
Future Selves ◽  
Education Degree

This chapter reports on the analysis of the narratives of two non-education-degree teachers to highlight the process of their teacher identity development. The analysis showed that their teacher identities were initially developed during their childhood, but then overshadowed by aspirations to have other professional identities; therefore, they did not enroll in teacher education programs. Upon graduation, they entered the teaching profession either accidentally or deliberately. Their teacher identities were shaped via active participation in teaching and professional development activities, and their ability to negotiate between their teaching competence and the practice required in the school. After their teacher identities were established, often by receiving a teaching qualification, they continued to develop their teacher identities by imagining and negotiating their teaching practices with their future selves. Generally, their teacher identity development involved a complex interaction of personal and contextual factors as well as much effort and resilience.

scholarly journals Sustainability of Professional Development: A Longitudinal Case Study of an Early Career ESL Teacher’s Agency and Identity

2021 ◽  
Vol 13 (16) ◽  
pp. 9025
Author(s):  
Jing Huang
Keyword(s):  
Professional Development ◽  
Hong Kong ◽  
Teacher Identity ◽  
Teaching Profession ◽  
Early Career ◽  
Teacher Agency ◽  
Full Time ◽  
Longitudinal Case Study ◽  
School Contexts

This paper reports on a longitudinal case study of a Hong Kong early career ESL (English as a second language) secondary teacher, Joyce (pseudonym), who experienced different stages of personal–professional development over seven–eight years (August 2013–December 2020), as follows: (1) entering, and engaging, in teaching for five–six years, upon graduation from a local teacher education BA degree program in summer 2013; (2) resigning from her full-time teaching position and leaving the teaching profession, in response to an “insulting” classroom revisit in her third school; (3) working in an NGO for a short time, after “recovery” from the “insulting” event; and (4) weighing possibilities for resuming teaching, after leaving the NGO in 2019. Drawing on multiple data that were collected over seven–eight years, including interviews, informal communications, and autobiography, this study aimed to examine the issues of teacher attrition and sustainable professional development, in relation to teacher agency and teacher identity, in Hong Kong secondary school contexts. The findings revealed that school and social contexts intertwined with personal experiences, culminating in Joyce’s leaving or staying in the teaching profession. Through focusing on Joyce’s long-term experiences of becoming and being an ESL teacher, the findings shed light on the affordances for, and constraints upon, teacher agency and teacher identity in school contexts.

scholarly journals Understanding Identity and Context in the Development of Gay Teacher Identity: Perceptions and Realities in Teacher Education and Teaching

2019 ◽  
Vol 9 (2) ◽  
pp. 145
Author(s):  
Zaid Haddad
Keyword(s):  
Teacher Education ◽  
Identity Development ◽  
Teacher Identity ◽  
Limiting Factor ◽  
School Contexts ◽  
Teachers Perceptions ◽  
Relational Justice ◽  
Identity Based ◽  
Gay Teachers

The way a teacher perceives relational justice—the feeling of being treated equitably and being included—in their work context is central to understanding the negotiation and enactment of teacher identity. For LGBTQ teachers, the degree to which they are out of the closet with their students and colleagues leads to many possible outcomes. These outcomes, ranging from feeling like they need to live duplicitous lives to being activist teachers that subvert the heteronormative assumptions in schools and curricula, are studied here by examining the identity development of a group of gay teachers and their perceptions of the schools in which they work. This article is based on a dissertation study that theorized that the heteronormative nature of teacher education is a limiting factor for gay teachers’ abilities to work and thrive in school contexts. The study included in depth case studies of four gay teachers and their journeys as gay men and teachers. The goal of the study was to answer the question: Does the enactment of gay teacher identity interrupt heteronormativity in schools? The study also sought to answer two ancillary questions: (1) How do gay teachers negotiate gay teacher identity in schools? and, (2) How do school contexts impact gay teachers’ perceptions of identity-based motivation and relational justice? This article will focus on Peter Ryan’s (pseudonym) case study, specifically because of its emblematic nature in summarizing the intent and implications of the overall study.

scholarly journals Democratic Citizenship Education: An Opportunity for the Renegotiation of Teacher Identity in South African Schools

2018 ◽  
Vol 22 (1) ◽  
Author(s):  
Nuraan Davids
Keyword(s):  
South African ◽  
Teacher Identity ◽  
Citizenship Education ◽  
Democratic Education ◽  
Democratic Citizenship ◽  
Curricular Reform ◽  
Democratic Citizenship Education ◽  
Teacher Identities ◽  
Outcomes Based Education

Curricular reform in South African schools, as initially encountered through outcomes-based education (OBE), and most recently in CAPS, has been criticised and interrogated, if not for its epistemology, then for its political desirability. While justifiable questions were and continue to be asked about the pedagogical adaptability of teachers to their new roles as facilitators of pre-determined outcomes, the same has not been said, or asked, about the preparedness of teachers to teach democratic citizenship education. It is necessary, therefore, to consider how prepared teachers are to teach and cultivate the principles of democratic citizenship education. Second, what considerations should be given to teacher identity in relation to democratic citizenship education? And third, how might South African teachers begin to take account of their identities and narratives, so that they might be placed to participate in teaching democratic citizenship education? In response, I argue that the contested nature of teacher identities makes possible particular contributions to democratic citizenship and democratic education, which are necessary for teaching democratic citizenship education.

scholarly journals The perceptions of graduate students regarding diversity and culture in the construction of teacher identities

2020 ◽  
Vol 8 (11) ◽  
pp. 555-566
Author(s):  
Deyvid Tenner de Souza Rizzo ◽  
Amanda De Mattos Pereira Mano
Keyword(s):  
Graduate Students ◽  
Teacher Identity ◽  
Software Package ◽  
School Setting ◽  
Master's Program ◽  
Online Questionnaire ◽  
Text Data ◽  
Teacher Identities ◽  
Professional Teacher ◽  
Area View

The discussions presented in this article arose from action research carried out with students in a Master’s Program in Education. The questions asked in the study were: How do graduate students in Education, future specialists in the area, view the concepts of diversity and culture and, furthermore, what perception do the students have regarding the influence of these concepts on the construction of a professional teacher identity? Aiming to address these doubts, a qualitative study was conducted by way of an online questionnaire, specifically developed for this study which was applied to 13 students in the Master´s program in Education. The answers obtained were analyzed with the IRAMUTEQ software package to assess the text data. The results show that the group under study believed that one of the greatest challenges to teaching, and thus to the construction of an identity, is how cultural diversity is dealt with in the school setting. Therefore, it is necessary to deconstruct conceptual standards regarding diversity, culture and teacher identities.

scholarly journals Edu-Crafting Teacher Identities

2021 ◽  
Vol 4 (1) ◽  
pp. 8
Author(s):  
Angela Hostetler
Keyword(s):  
Teacher Identity ◽  
Novice Teacher ◽  
Ethnographic Study ◽  
Semiotic System ◽  
Teacher Identities ◽  
Potential Source ◽  
Education Theory ◽  
Orderly Fashion ◽  
Unique Method ◽  
Language Teacher Identity

“Teacher identity” is a popular topic for discussion and reflection in teacher education. We ask pre-service teachers to consider cultural and personal images of teachers (as expert, caregiver, authoritarian, and so on) in order to accept or resist these images as they contribute to the construction of their own teacher identity. Discussed in theory and aspirational language, teacher identity appears to behave in a reasonably orderly fashion; however, once the novice teacher is introduced to the dynamic world of teaching, teacher identity can become an absolute mess to untangle. As an approach to research, posthumanism offers us a chance to see this mess as beautiful in its lively, evolving, and relational condition. This posthumanist project takes to heart that in order to understand concepts such as identity differently, we must also look differently. After Taylor (2018), who describes posthumanist research as “allowing oneself to be lured by curiosity, surprise, and wonder” (p. 377), I conduct a diffractive auto/ethnographic study of several teachers to find out what happens if I take seriously the value of play in research, wondering what can be gained, in terms of understandings of teacher identities, through cartomancy as a potential source of knowledge. Semetsky (2011) has introduced the use of tarot reading to education theory as a semiotic system that can be engaged with to transform education and heal the human psyche. In my own work, I have built a practice that takes cues from Semetsky and also departs from her work, in the spirit of research creation (Chapman and Sawchuk 2012), forging its own unique method and artistic path. Conducting interviews with five self-identified teachers through video conferencing, I host a dialogue between myself, the teacher, and the tarot cards; a combination of friendly discussion, formalized interview, and tarot reading take place. This unconventional approach to research allows me to give generous attention to these teachers’ identities by acknowledging their connections to other selves, other humans, and more-than-humans. I am particularly hoping to find an expanded sense of teachers' self-perception and an increased recognition of a teacher’s multiple, connected, changing, and changeable identities.

Becoming Music Teachers in a Supportive String Project Community

2018 ◽  
Vol 28 (3) ◽  
pp. 11-27
Author(s):  
Kristen Pellegrino
Keyword(s):  
Music Education ◽  
Teacher Identity ◽  
Music Teacher ◽  
Descriptive Case Study ◽  
Teacher Identities ◽  
Context Learning ◽  
String Project ◽  
Music Teacher Identity ◽  
Supportive Community ◽  
The Impact

The purpose of this descriptive case study was to examine two music education students’ experiences as String Project teachers (SPTs). Research questions were as follows: What connections were made between coursework and the authentic-context learning (ACL) experience? and What was the impact of ACL experiences on music teacher identity? Data were an open-ended questionnaire, journal entries, observations, videotaped teaching segments, and two semistructured interviews. These SPTs used terms and concepts explored in coursework in their goal-setting for themselves and their students, and also referenced concepts while reflecting on their teaching. The SPTs developed their music teacher identities as they learned in a supportive community, and they made connections between personal, musician, and teacher identities. Through ACL experience situated within a supportive String Project community, ideas initially explored during coursework became internalized as part of the SPTs’ thinking, practices, philosophies, and identities.

scholarly journals The dynamics of professional identity of university teachers: reflecting on the ideal university teacher

2012 ◽  
Vol 2 (2-3) ◽  
pp. 110-120 ◽  
Author(s):  
Anu Haamer ◽  
Liina Lepp ◽  
Elina Reva
Keyword(s):  
Professional Identity ◽  
Teacher Identity ◽  
Qualitative Content Analysis ◽  
Teaching Experience ◽  
Current Paper ◽  
University Teachers ◽  
Teacher Images ◽  
Didactic Knowledge ◽  
Group Interviews ◽  
The Ideal

The dynamics of professional identity of university teachers: reflecting on the ideal university teacher Current paper investigates development of professional identity of university teachers, observed through reflective exercises which enabled participants' to focus on their perception of the ideal university teacher. Images of the ideal university teacher were studied from two aspects: first - before the participants started teaching, and second - after they had been teaching for some time. This paper focused on how images of the ideal university teacher have changed over time, and discussed the reasons that brought about changes. There is a tendency that ideals are adapted in accordance with teaching experience. Ideals are regarded as unstable phenomena, influenced by the surrounding environment. Current paper made use of a qualitative design of reflective writing exercises and focus group interviews. The sample comprised an aggregate of 42 participants, university teachers and PhD students, and 4 focus groups. Interviews were analyzed using qualitative content analysis. The study shows that after some teaching experience, didactic knowledge and communicative skills come to the forefront of the ideal university teacher identity. The study opens the way for further and deeper discussion of images of an ideal university teacher.

Three Tales of Language Teacher Identity and Student Motivation

2012 ◽  
Vol 34 (2) ◽  
pp. 127
Author(s):  
Neil Cowie ◽  
Keiko Sakui
Keyword(s):  
Teacher Identity ◽  
Student Motivation ◽  
Classroom Practice ◽  
Contextual Factors ◽  
Language Teacher ◽  
Learner Motivation ◽  
Teacher Identities ◽  
Efl Teachers ◽  
Language Teacher Identity ◽  
Depth Interviews

In this study we investigated how EFL teachers perceive student motivation and how their teacher identities influence their strategies to motivate students. The results of in-depth interviews with three Japan-based EFL teachers suggest that they have a complex understanding of learner motivation, which they formulate by amalgamating accepted motivation theories and their own experiences and observations about their students. The teachers recognize their own impact on influencing learner motivation but they also acknowledge their limitations. The strategies that the teachers use to motivate their students vary according to their experience, beliefs, and local contextual factors. We discuss implications for further motivation research as well as classroom practice. 本研究は、英語教員が学生の動機づけをどう理解し、教員のアイデンティティーが動機づけを促すストラテジーとどう関係があるかを調査したものである。日本で英語を教える３人の教員のインタビューデータによると、この３人の教員は、既存の動機づけに関する理論を理解しながら、自分たちの経験や観察に基づいた独自の動機づけの考えをもっており、それらを総括した視点より、動機づけを理解しているといえる。これらの教員は、学生の動機づけをある程度は向上できると考えている一方、それには限度があると述べており、動機づけのストラテジーは、それぞれの教員の経験、考え、また教育環境によって異なることも明らかになった。本稿は、動機づけに関する研究、また教室での実践面についての提言についても言及している。

scholarly journals The Tensions Between EFL Teacher Identities and INSET in the Turkish Context

2017 ◽  
Vol 19 (1) ◽  
pp. 13 ◽  
Author(s):  
Fatih Güngör
Keyword(s):  
Teacher Identity ◽  
Language Teachers ◽  
National Education ◽  
Narrative Study ◽  
Teacher Identities ◽  
Efl Teacher ◽  
Service Training ◽  
Education In Turkey ◽  
Supportive Community ◽  
Mentoring System

Due to the insufficiency of current in-service training courses which are far from the collaboration and the reflection of teachers, the current study scrutinizes the incongruities between teacher identities and in-service training programs offered by the Ministry of National Education in Turkey based upon the use of the activity theory. In this narrative study, two English as a foreign language teachers reflected on their environment, behaviors, beliefs, competencies, and missions under the heading of teacher identity concept. The results suggest that teachers need a supportive community of practice and a well-tailored mentoring system to be able to reflect on themselves and the context in which they are teaching.

Sign in / Sign up

Export Citation Format

Share Document