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 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 How relationships between views, understandings, and implementations of inquiry-based teaching in biology contribute to science teacher identity

2021 ◽  
Vol 17 (3) ◽  
Author(s):  
Anne Pellikka ◽  
Sonja Lutovac ◽  
Raimo Kaasila
Keyword(s):  
Teacher Education ◽  
Identity Development ◽  
Science Teacher ◽  
Teacher Identity ◽  
Biology Education ◽  
Primary Teachers ◽  
Complex Relationships ◽  
Research Period ◽  
Insight Into ◽  
Science Teacher Identity

This study examines the relationships between preservice primary teachers’ (PSTs) views, understandings, and implementations of inquiry-based teaching (IBT) in primary biology education. In earlier studies, these relationships have been researched separately. Exploring them simultaneously allows a greater insight into the process of teacher change and science teacher identity development. Drawing on the narrative method, data included learning diaries, lesson plans, and interviews during a two year research period. Our findings reveal the complex relationships between three aspects of IBT. For example, embracing views of IBT were sometimes accompanied by a significant understanding of IBT and other times by a weak understanding. Whereas, hesitant views of IBT also went together with significant understanding. We discuss these relationships in the light of their impact on science teacher identity and provide suggestions for teacher education.

Teaching Ambition Realized: Paul’s Beginning Music Teacher Identity

2019 ◽  
Vol 29 (1) ◽  
pp. 41-55
Author(s):  
Tami J. Draves
Keyword(s):  
Teacher Education ◽  
Identity Development ◽  
Student Teachers ◽  
Professional Learning ◽  
Teacher Identity ◽  
Teacher Educators ◽  
Music Teacher ◽  
School Senior ◽  
Music Teacher Identity ◽  
Beliefs About Teaching

The purpose of this particularistic case study was to explore Paul’s teacher identity in his first year as a music educator. I chose Paul purposively because, while a high school senior, he had participated in previous research about teacher socialization. Using Olsen’s sociocultural view of teacher identity as a lens, I examined Paul’s teacher identity including personal beliefs about teaching, how those interacted with professional learning and teacher education experiences, and how Paul made sense of himself as a teacher. Through data analysis I revealed three themes: Becoming Student Focused, Learning to Be Myself as a Teacher, and Taking Ownership. I recommend making preservice and cooperating music teachers more aware of teacher identity models and suggest activities to promote teacher identity development in music teacher education programs. Music teacher educators would benefit from having more teacher identity scholarship focused on music student teachers and beginning music educators.

Understanding EFL Instructor Identity Changes During Online Teaching in the COVID-19 Pandemic: A Case Study in China

RELC Journal ◽  
2021 ◽  
pp. 003368822110666
Author(s):  
Kaihao Yuan ◽  
Shuwen Liu
Keyword(s):  
Identity Development ◽  
Teacher Identity ◽  
Online Teaching ◽  
Social Representation ◽  
Online Classes ◽  
Personal Experiences ◽  
Social Representation Theory ◽  
Identity Changes ◽  
First Time

The outbreak of COVID-19 witnesses a sudden surge of fully online classes globally. Scholarly attention has promptly shifted to explore the personal experiences and perceived challenges of students and teachers. For English as a Foreign Language (EFL) instructors around the world, many are required to teach online for the first time, yet studies on their teacher identity development in online teaching contexts remain limited. To address this gap, the researchers conducted a case study of three EFL instructors in a Chinese university within an online semester to understand how their online teacher identities developed and shifted. The concepts of ‘imagined and practiced identity’ and social representation theory have been adopted as the conceptual framework. The findings revealed the trajectories of three online EFL instructors as their imagined identities evolved and renegotiated into their practiced ones based on individual and contextual factors. The findings reveal a lack of rule-based identities from the participants and highlight the need for pedagogical and psychological support for EFL teachers when they transition to an online context. Recommendations are made accordingly.

scholarly journals The Interaction of Code-switching and EFL Teachers’ Perceptions on their Teacher Identity Development

2019 ◽  
Vol 10 (1) ◽  
pp. 163
Author(s):  
Suna Altun
Keyword(s):  
Identity Development ◽  
Language Learning ◽  
Teacher Identity ◽  
English Language ◽  
Code Switching ◽  
Language Teachers ◽  
Teachers Perceptions ◽  
Individual Interviews ◽  
Language Classrooms ◽  
Past Experiences

This study aimed to explore pre-service English language teachers` perceptions of code-switching (CS) in language classrooms and how their perceptions affect their teacher identity development. Three pre-service teachers from a private university in Istanbul, Turkey participated in the study. The data were collected through semi-structured individual interviews and graphic elicitation tasks. The data were analyzed and codes were obtained, which later on provided three main themes: the effect of past experiences, perceptions towards CS, and identity development. It was discussed that the pre-service teachers’ past language learning experiences influenced their CS perception both of which in turn affected their identity as self and the practice they demonstrated as language pre-service teachers. It is implied that pre-service teachers’ identity development together with influencing factors such as language choice in EFL classrooms can be incorporated into the teacher education programs.

scholarly journals A drama of selves: Investigating teacher identity development from dialogical and complexity perspectives

2019 ◽  
Vol 9 (2) ◽  
pp. 263-285 ◽  
Author(s):  
Alastair Henry
Keyword(s):  
Identity Development ◽  
Professional Identity ◽  
Identity Formation ◽  
Teacher Identity ◽  
Single Case ◽  
Personal Data ◽  
Dialogical Self ◽  
Language Teacher Identity ◽  
Identity System

Identity is of increasing interest in teacher education. Crucial for resilience, the development of a coherent professional identity has been characterized as emerging from tensions between multiple and sometimes conflicting conceptions of what it means to be someone who teaches (Akkerman & Meijer, 2011). While light is being shed on these often antagonistic relations, less is known about the dynamics of identity formation and transformation. Providing a contribution to work on language teacher identity, in this single case study Hermans’ (2008) concept of the dialogical self is combined with complexity principles in an investigation of changes in the emerging professional identity of a pre-service English teacher during a practicum. Drawing on intra- and inter-personal data, experiences of learning to become a person who teaches English are conceptualized as a drama that is played out between different and sometimes unaligned selves. Analyses show how this inner drama maps onto the landscape of an emerging teacher identity, how tensions can be understood systemically, and how a teacher identity system can have a signature dynamic.

scholarly journals DESCRIBING A SYSTEMATIC REFLECTION FOR PRE-SERVICE TEACHERS’ PROFESSIONAL IDENTITY: A CASE STUDY

2021 ◽  
Vol 8 (1) ◽  
pp. 119-145
Author(s):  
Anastasia Nelladia Cendra ◽  
Markus Budiraharjo
Keyword(s):  
Identity Development ◽  
Teacher Development ◽  
Teacher Identity ◽  
English Language ◽  
Single Case ◽  
Development Program ◽  
Multiple Data ◽  
Preparation Phase ◽  
Two Phases

To fill the gap and add literature on systematic reflections in the area of teacher identity developments, this research, which is a part of a larger case study, described how reflection class followed by pre-service teachers of English language in a teacher development program in Indonesia (PPG Pra-jabatan) was conducted. Using a single case study with embedded design and multiple data sources (observations, interviews, and document analysis), this research found that in its effort to help pre-service teachers’ identity development, the reflection class followed a certain procedure that comprises of two phases (i.e. reflection phase and publication preparation phase). In addition, this research also found some protocols that were adhered by the reflection class (i.e. involving social reflection, providing a safe and secure learning environment, feedback provision to the reflections, and giving appropriate prompts). This research recommends the teacher education and teacher professional development programs give more attention to how reflection is conducted. In particular, it is suggested that some protocols of conducting a good reflection are considered so that the pre-service teachers can make the most of the reflective activities.

(RE)CONSTRUCTION OF STUDENT MUSIC TEACHER IDENTITY

2018 ◽  
Vol 1 ◽  
pp. 306-316
Author(s):  
Jolanta Lasauskiene
Keyword(s):  
Teacher Education ◽  
Identity Development ◽  
Professional Identity ◽  
Teacher Identity ◽  
Professional Education ◽  
Music Teachers ◽  
Music Teacher ◽  
Professional Activity ◽  
Music Teacher Education ◽  
Music Teacher Identity

The professional identity of music teacher represents the essence of this profession. Improving the programmes of music teacher education and deciding how to (re)construct the professional identity of prospective music teachers, it is important to discuss what contextual factors can have an impact on the development of music teacher identity and what possibilities of its (self-) development are available at university. A better understanding of the role-identity of teachers at various stages of their careers could enhance the conceptions of study programmes in music teacher education. The article analyses and discusses the conception of music teacher identities, substantiates its peculiarities during pre-service training, points out the most important characteristics for the successful professional activity of the music teacher. The research presented in the article focuses on professional identity development of 30 university music students (15 Lithuanian and 15 foreign) at Lithuanian University of Educational Sciences (Music Education). The method of focus group interview was used in this study.The research results show that the student music teachers have developed a distinctive attitude towards the professional education in universities and their own expectations. Suggestions for practice and further research are also provided.

Music Teacher Identity Development

2019 ◽  
pp. 267-293
Author(s):  
Kristen Pellegrino
Keyword(s):  
Teacher Education ◽  
Identity Development ◽  
Teacher Identity ◽  
Teacher Educators ◽  
Music Teachers ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Theoretical Frameworks ◽  
Music Teacher Identity ◽  
Music Research

This chapter begins with a philosophical and research-based justification for facilitating teacher identity development in teacher education and music teacher education and then reviews related music teacher identity literature. After offering an overview of methods and theoretical frameworks associated with examining music teacher identity in research, the chapter highlights music research in four ways. First, it explores music identity research using symbolic interactionism theoretical frameworks, then using sociocultural/cultural-historical theoretical frameworks. Next, it presents some music identity research that focused on issues surrounding diversity, and lastly, it describes collaborations with members of the Society of Music Teacher Educators’ music teacher identity development Area of Strategic Planning and Action. Interspersed throughout the chapter are examples of activities and questions one might use with preservice music teachers. Finally, the chapter ends with a summary, suggestions for further research, and conclusions.

scholarly journals "Do all roads lead to Rome?": The influence of two different higher education programmes on beginner teacher identity

2021 ◽  
Author(s):  
Mické van der Westhuizen ◽  
Yolandi Woest
Keyword(s):  
Identity Development ◽  
Teacher Identity ◽  
Possible Selves ◽  
Practical Experience ◽  
Full Time ◽  
Part Time ◽  
Possible Selves Theory ◽  
Beginner Teachers ◽  
Inductive Thematic Analysis

In this qualitative case study, we explored the experiences of beginner teachers who chose two different routes-full-time and part-time studying-on the journey to becoming teachers and we report on the influences of this choice on their emergent beginner teacher identities. We purposefully selected two groups of participants, each consisting of three who studied full-time and three who studied part-time. The latter worked part-time at schools or in similar educational contexts while they were studying. Epistemologically underpinned by the interpretivist paradigm, we employed the Possible Selves theory (Marcus & Nurius, 1986) as the theoretical lens. Inductive thematic analysis of data demonstrated three main themes. First, data showed a distinct divergence between the perceptions of initial beginner teacher identity states in the two groups of participants. Second, both groups of participants agreed that time is a significant factor in the complex psychological processes required for the construction of a beginner teacher identity. Third, both groups strongly considered practical experience as an essential factor for beginner teacher identity development.

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