Further Education Teachers' Accounts of Their Professional Identities

ERIC Educational Resources Information Center

Jephcote, Martin; Salisbury, Jane

2009-01-01

This study of further education teachers, conducted over a two-year period, captures the realities of their working lives and, in particular, draws attention to how teachers reconcile competing pressures. This contributes to the growing interest in and body of knowledge about teachers' lives and the formation of their professional identities. The…

Beyond "What Works": Understanding Teacher Identity as a Practical and Political Tool

ERIC Educational Resources Information Center

Mockler, Nicole

2011-01-01

Drawing on previous research that focused upon the formation and mediation of teacher professional identity, this paper develops a model for conceptualising teacher professional identity. Increasingly, technical-rational understandings of teachers' work and "role" are privileged in policy and public discourse over more nuanced and holistic…

A Story of Culture and Teaching: The Complexity of Teacher Identity Formation

ERIC Educational Resources Information Center

Edwards, F. C. E.; Edwards, R. J.

2017-01-01

Research in teacher education repeatedly suggests that the background and underlying beliefs held by pre-service teachers about teaching and assessment act to shape their interpretations of ideas, powerfully influencing their praxis and their developing teacher identity. This paper explores how a young New Zealand secondary science teacher, raised…

Intersections of life histories and science identities: the stories of three preservice elementary teachers

NASA Astrophysics Data System (ADS)

Avraamidou, Lucy

2016-03-01

Grounded within Connelly and Clandinin's conceptualization of teachers' professional identity in terms of 'stories to live by' and through a life-history lens, this multiple case study aimed to respond to the following questions: (a) How do three preservice elementary teachers view themselves as future science teachers? (b) How have the participants' life histories shaped their science identity trajectories? In order to characterize the participants' formation of science identities over time, various data regarding their life histories in relation to science were collected: science biographies, self-portraits, interviews, reflective journals, lesson plans, and classroom observations. The analysis of the data illustrated how the three participants' identities have been in formation from the early years of their lives and how various events, experiences, and interactions had shaped their identities through time and across contexts. These findings are discussed alongside implications for theory, specifically, identity and life-history intersections, for teacher preparation, and for research related to explorations of beginning elementary teachers' identity trajectories.

Teachers' Interpersonal Role Identity

ERIC Educational Resources Information Center

van der Want, Anna C.; den Brok, Perry; Beijaard, Douwe; Brekelmans, Mieke; Claessens, Luce C. A.; Pennings, Helena J. M.

2015-01-01

This article investigates the link between teachers' appraisal of specific interpersonal situations in classrooms and their more general interpersonal identity standard, which together form their interpersonal role identity. Using semi-structured and video-stimulated interviews, data on teachers' appraisals and interpersonal identity standards…

Characteristics of place identity as part of professional identity development among pre-service teachers

NASA Astrophysics Data System (ADS)

Gross, Michal; Hochberg, Nurit

2016-12-01

How do pre-service teachers perceive place identity, and is there a connection between their formative place identity and the development of their professional teaching identity? These questions are probed among pre-service teachers who participated in a course titled "Integrating Nature into Preschool." The design of the course was based on a multidimensional teaching model that yields a matrix of students' perceptions and the practical aspects derived from them as the students undergo a range of experiences in the course of an academic year. The profile of perceptions uses a mixed-methods analysis that presents statements attesting to four indicators of place identity: familiarity, belonging, involvement, and meaningfulness. These indicators point to a broad spectrum of perceptions arrayed on a continual time axes as well as differences in perception and its complexity. A connection between the development of place identity and that of professional teaching identity is found.

Teacher Educators: Their Identities, Sub-Identities and Implications for Professional Development

ERIC Educational Resources Information Center

Swennen, Anja; Jones, Ken; Volman, Monique

2010-01-01

In this article we 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?" Like other professional identities, the identity of teacher educators is a construction of various…

Beginning Student Teachers' Teacher Identities Based on Their Practical Theories

ERIC Educational Resources Information Center

Stenberg, Katariina; Karlsson, Liisa; Pitkaniemi, Harri; Maaranen, Katriina

2014-01-01

In this article, we investigate first-year student teachers' teacher identities through their practical theories and ask what these practical theories reveal about their emerging teacher identities? This study approaches teacher identity from a dialogical viewpoint where identity is constructed through various positions. The empirical part of this…

Professional choices and teacher identities in the Science Teacher Education Program at EACH/USP

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Dominguez, Celi Rodrigues Chaves; Viviani, Luciana Maria; Cazetta, Valéria; Guridi, Verónica Marcela; Faht, Elen Cristina; Pioker, Fabiana Curtopassi; Cubero, Josely

2015-12-01

In this article, we present results from a research project in which the main aim was to understand students' decision-making processes in choosing to become a teacher and to make sense of the relationships between this process and the formation of their identity as a teacher. The study was conducted with 39 students from the Science Teacher Education Program (LCN) at the São Paulo University (USP) School of Arts, Sciences, and Humanities (EACH) in Brazil while the students engaged in a supervised practical internship. The data used in this study was collected from narratives written by the students in which they provided their reasons for selecting the LCN program and for choosing a teaching career. The analysis showed several elements contributing to their decision making and the formation of their identities as teachers, including the nature of the undergraduate program, representational models of teaching/teachers, the possibility of being an agent for social transformation, and an affinity toward natural sciences and/or education. Findings from this research offer implications for improvement of the LCN program and suggestions for designing teacher education programs to include actions for improving the teaching career as a life project for new students.

The Identity and Identity Identification of Teachers

ERIC Educational Resources Information Center

Qu, Zhengwei

2008-01-01

When we tend to analyze the living conditions of teachers, system arrangement and identity identification can be considered a significant method for analysis. In reality, there appears a phenomenon of overlapping identification in the identity identification of teachers in China, which leads to plural selections in the identification manners of…

The Teacher I Wish to Be: Exploring the Influence of Life Histories on Student Teacher Idealised Identities

ERIC Educational Resources Information Center

Furlong, Catherine

2013-01-01

This paper examines the influence of life histories and apprenticeship of observation on the formation of student teachers' idealised identities. The life histories of 15 student teachers are decoded. Through eliciting from the student teachers the teacher they wish to be, the paper focuses on the interplay between the personal histories and ideal…

Teacher Investment in Learner Identity

ERIC Educational Resources Information Center

Reeves, Jenelle

2009-01-01

From a sociocultural perspective, teacher identity is constructed in relation to others, including other teachers and students. Drawing on positioning theory and the concept of investment, this study analyzed the case of a secondary English teacher who negotiated his teacher identity in relation to English language learners (ELLs). Findings…

Teacher Educators' Identity: A Review of Literature

ERIC Educational Resources Information Center

Izadinia, Mahsa

2014-01-01

Research suggests that the development of a teacher educator identity is a central process in becoming a teacher educator. Recently, there has been an increasing interest in the concept of teacher identity. However, teacher educator identity seems to be still under-researched. In this article, a review of literature on teacher educator identity is…

The Impact of Changing Teaching Jobs on Music Teacher Identity, Role, and Perceptions of Role Support

ERIC Educational Resources Information Center

Gray, Lori F.

2011-01-01

This study utilized symbolic interaction as a framework to examine the impact of mobility on four veteran elementary general music teachers' identities, roles, and perceptions of role support. Previous research has focused on teacher identity formation among preservice and novice teachers; veteran teachers are less frequently represented in the…

Preservice elementary teachers' actual and designated identities as teachers of science and teachers of students

NASA Astrophysics Data System (ADS)

Canipe, Martha Murray

Preservice elementary teachers often have concerns about teaching science that may stem from a lack of confidence as teachers or their own negative experiences as learners of science. These concerns may lead preservice teachers to avoid teaching science or to teach it in a way that focuses on facts and vocabulary rather than engaging students in the doing of science. Research on teacher identity has suggested that being able to envision oneself as a teacher of science is an important part of becoming a teacher of science. Elementary teachers are generalists and as such rather than identifying themselves as teachers of particular content areas, they may identify more generally as teachers of students. This study examines three preservice teachers' identities as teachers of science and teachers of students and how these identities are enacted in their student teaching classrooms. Using a narrated identity framework, I explore stories told by preservice teachers, mentor teachers, student teaching supervisors, and science methods course instructors about who preservice teachers are as teachers of science and teachers of students. Identities are the stories that are told about who someone is or will become in relation to a particular context. Identities that are enacted are performances of the stories that are an identity. Stories were collected through interviews with each storyteller and in an unmoderated focus group with the three preservice teachers. In addition to sorting stories as being about teachers of science or students, the stories were categorized as being about preservice teachers in the present (actual identities) or in the future (designated identities). The preservice teachers were also observed teaching science lessons in their student teaching placements. These enactments of identities were analyzed in order to identify which aspects of the identity stories were reflected in the way preservice teachers taught their science lessons. I also analyzed the

Professional Choices and Teacher Identities in the Science Teacher Education Program at EACH/USP

ERIC Educational Resources Information Center

Dominguez, Celi Rodrigues Chaves; Viviani, Luciana Maria; Cazetta, Valéria; Guridi, Verónica Marcela; Faht, Elen Cristina; Pioker, Fabiana Curtopassi; Cubero, Josely

2015-01-01

In this article, we present results from a research project in which the main aim was to understand students' decision-making processes in choosing to become a teacher and to make sense of the relationships between this process and the formation of their identity as a teacher. The study was conducted with 39 students from the Science Teacher…

Teacher Educator Identity Development of the Nontraditional Teacher Educator

ERIC Educational Resources Information Center

Newberry, Melissa

2014-01-01

The development of a professional teacher educator identity has implications for how one negotiates the duties of a teacher, scholar, and learner. The research on teacher educator identity in the USA has been largely conducted on traditional teacher educators, or those who have started their careers as public school teachers and then went on to…

Building professional identity as computer science teachers: Supporting high school computer science teachers through reflection and community building

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Ni, Lijun

Computing education requires qualified computing teachers. The reality is that too few high schools in the U.S. have computing/computer science teachers with formal computer science (CS) training, and many schools do not have CS teacher at all. Moreover, teacher retention rate is often low. Beginning teacher attrition rate is particularly high in secondary education. Therefore, in addition to the need for preparing new CS teachers, we also need to support those teachers we have recruited and trained to become better teachers and continue to teach CS. Teacher education literature, especially teacher identity theory, suggests that a strong sense of teacher identity is a major indicator or feature of committed, qualified teachers. However, under the current educational system in the U.S., it could be challenging to establish teacher identity for high school (HS) CS teachers, e.g., due to a lack of teacher certification for CS. This thesis work centers upon understanding the sense of identity HS CS teachers hold and exploring ways of supporting their identity development through a professional development program: the Disciplinary Commons for Computing Educators (DCCE). DCCE has a major focus on promoting reflection on teaching practice and community building. With scaffolded activities such as course portfolio creation, peer review and peer observation among a group of HS CS teachers, it offers opportunities for CS teachers to explicitly reflect on and narrate their teaching, which is a central process of identity building through their participation within the community. In this thesis research, I explore the development of CS teacher identity through professional development programs. I first conducted an interview study with local HS CS teachers to understand their sense of identity and factors influencing their identity formation. I designed and enacted the professional program (DCCE) and conducted case studies with DCCE participants to understand how their

Student nurse-educators' construction of teacher identity from a self-evaluation perspective: A quantitative case study.

PubMed

Mukumbang, Ferdinand C; Alindekane, Leka Marcel

2017-04-01

The aim of this study was to explore the teacher identity formation dynamics of student nurse-educators about the subject matter, pedagogy and didactics. A case study using descriptive quantitative design was employed. Using a cross-sectional approach, data were collected in 2014 using a self-administered questionnaire. Participants were asked to self-evaluate their teaching competencies on the nursing subject matter, pedagogical expertise and didactical expertise. Using descriptive analysis we determined the central tendencies of the constructs. The descriptive analysis revealed a very small variance (0.0011) and standard deviation (0.04) among the means of the three constructs, which indicates a fair balance in the contribution of the subject matter, pedagogy and didactics towards teacher identity formation. Nursing student-educators can achieve a balanced combination of subject matter expert, pedagogical expert and didactical expert combination during the formation of their teacher identity. This could be indicative of how effective the training programme is in helping the students achieve a balanced teacher identity.

Second-Wave White Teacher Identity Studies: A Review of White Teacher Identity Literatures From 2004 through 2014

ERIC Educational Resources Information Center

Jupp, James C.; Berry, Theodorea Regina; Lensmire, Timothy J.

2016-01-01

In this study of White teacher identity literatures, we historicize, define, and advance second-wave White teacher identity studies in education research and teacher education. First, we provide a discussion of methodology used to conduct this study called the synoptic text. Second, we provide an historical account of White teacher identity…

Indonesian English Language Teachers' Professional Growth and Changing Identities: An Autoethnography and Narrative Inquiry

ERIC Educational Resources Information Center

Yumarnamto, Mateus

2016-01-01

This study explores the factors that contribute to Indonesian English language teachers' (ELTs) professional growth and identity formation. The main question investigated in this study is: What are the factors and challenges that contribute to Indonesian ELTs' professional growth and identity formation as reflected in their life histories,…

Teacher Identity Work in Mathematics Teacher Education

ERIC Educational Resources Information Center

Neumayer-Depiper, Jill

2013-01-01

Becoming a teacher is not developing an identity, but is developing identity as a continuous process of constructing and deconstructing understandings within the complexities of social practice, beliefs, experiences, and social norms. I take up this stance on identity as articulated in Judith Butler's (1999) work with gender identity and…

Speaking out or Keeping Silent: International Students' Identity as Legitimate Speakers and Teachers of English

ERIC Educational Resources Information Center

Xuan, Pham Thi Thanh

2014-01-01

Few studies have focused on the identity formation of non-native English speaking teachers (NNESTs) as legitimate speakers and teachers of English. Drawing on Norton's (2000) poststructuralist theory of identity as a process of struggling and changing, this study examined whether and how Asian international students studying for a Masters in…

Narrative Construction of Professional Teacher Identity of Teachers with Dyslexia

ERIC Educational Resources Information Center

Burns, Eila; Bell, Sheena

2011-01-01

This paper considers the development of teachers' professional identity in the context of educators that have diverse backgrounds. We elucidate how teachers with dyslexia working in tertiary education use narrative resources to construct and negotiate their professional teacher identities. The analysis of narrative interviews, interpreted within…

The Position of a Teacher as a Factor of Forming Students' Socio-Cultural Identities (On the Example of the Russian Civil Identity)

ERIC Educational Resources Information Center

Shakurova, Marina V.

2015-01-01

The article presents experience of structuring and description of teachers' position in the process of forming socio-cultural identity of the person, detailed in regard to the process of formation of one of the subtypes of socio-cultural identity--Russian civil identity. We identified and described real subjective, nominally subjective and…

Pre-Service Teachers' Construction of Professional Identity through Peer Collaboration during Professional Experience: A Case Study in Australia

ERIC Educational Resources Information Center

Nguyen, Hoa Thi Mai; Loughland, Tony

2018-01-01

Much research in the area of pre-service teacher (PST) identity formation has focused on the mentoring relationship between PSTs and their supervising teachers. While this is important to identity formation, interaction with peers is another area that needs to be examined. Using Wenger's matrix as a theoretical framework, this study aimed to…

The development of elementary teacher identities as teachers of science

NASA Astrophysics Data System (ADS)

Carrier, Sarah J.; Whitehead, Ashley N.; Walkowiak, Temple A.; Luginbuhl, Sarah C.; Thomson, Margareta M.

2017-09-01

The purpose of this qualitative study was to investigate the contributions of pre-service teachers' memories of science and science education, combined with their experiences in a STEM-focused teacher preparation programme, to their developing identities as elementary school teachers of science. Data collected over three years include a series of interviews and observations of science teaching during elementary teacher preparation and the first year of teaching. Grounded within a theoretical framework of identity and using a case-study research design, we examined experiences that contributed to the participants' identity development, focusing on key themes from teacher interviews: memories of science and science instruction, STEM-focused teacher preparation programme, field experiences, first year of teaching, and views of effective science instruction. Findings indicate the importance of exposure to reform strategies during teacher preparation and are summarised in main assertions and discussed along with implications for teacher preparation and research.

Developing a workable teacher identity: Building and negotiating identity within a professional network

NASA Astrophysics Data System (ADS)

Rostock, Roseanne

The challenge of attracting and retaining the next generation of teachers who are skilled and committed to meeting the growing demands of the profession is of increasing concern to researchers and policy makers, particularly since 45--50% of beginning teachers leave the profession within five years (Ingersoll & Smith, 2003). Reasons for such attrition include compensation, status and working conditions; however, there is growing evidence that a critical factor in new teacher retention hinges on teachers' ability to accomplish the difficult task of forming a workable professional identity in the midst of competing discourses about teaching (Alsup, 2006; Britzman, 2003). There is little research on professional identity development among those beginning teachers at highest risk for attrition (secondary math and science teachers, and those with strong academic backgrounds). This study explores the professional identity development of early-career math and science teachers who are part of the Knowles Science Teaching Foundation's (KSTF) teaching fellowship program, an external support network that aims to address many of the issues leading to high attrition among this particular population of teachers. Using narrative research methods, I examine three case studies of beginning teachers, exploring how they construct professional identity in relation to various discourse communities and negotiate tensions across multiple discourses. The cases identify both dominant discourses and counter-discourses that the teachers draw upon for important identity development resources. They also demonstrate that the way a teacher manages tensions across competing discourses is important to how well one can negotiate a workable professional identity. In particular, they emphasize the importance of engaging in borderland discourses (Gee, 1996) as a way of taking agency in one's own identity development as well as in transforming one's discourse communities. These cases shed light on how

Multiple Perspectives on Elementary Teachers' Science Identities: A Case Study

ERIC Educational Resources Information Center

Madden, Lauren; Wiebe, Eric

2015-01-01

This narrative case study examined the relationship between teacher identity and elementary science teaching. Teacher identity was described using a modification of Gee's framework incorporating three perspectives: the teachers' self-described identity, the researchers' view of teacher identity, and the students' views of teacher identity. Over…

Space for Performing Teacher Identity: Through the Lens of Kafka and Hegel

ERIC Educational Resources Information Center

Parkison, Paul

2008-01-01

Franz Kafka's 1912 novella "The Metamorphosis" provides an analogy for a consideration of the process of teacher identity formation and performance. Gregor Samsa awoke to find himself transformed into a giant beetle. He faced a complete loss of identity as he lost connection with the micro-political space that formed the context of his former role…

Identity Work of a Prospective Teacher: An Argumentation Perspective on Identity

ERIC Educational Resources Information Center

Gomez, Carlos Nicolas

2018-01-01

An investigation on the identity work of a prospective teacher is conducted to better understand how the participant argued for recognition of her projective mathematics teacher identity. Characteristics of the claims, evidence, and anticipatory statements used are explored. Using an argumentation framework, the participant's discourse…

Profiling Teachers' Sense of Professional Identity

ERIC Educational Resources Information Center

Canrinus, Esther T.; Helms-Lorenz, Michelle; Beijaard, Douwe; Buitink, Jaap; Hofman, Adriaan

2011-01-01

This study shows that professional identity should not be viewed as a composed variable with a uniform structure. Based on the literature and previous research, we view teachers' job satisfaction, self-efficacy, occupational commitment and change in the level of motivation as indicators of teachers' professional identity. Using two-step cluster…

Early Career Teachers' Emotion and Emerging Teacher Identities

ERIC Educational Resources Information Center

Nichols, Sharon L.; Schutz, Paul A.; Rodgers, Kelly; Bilica, Kimberly

2017-01-01

The goal of our project was to develop an understanding of the connections among emotional episodes and emerging professional teacher identities of first year teachers. We interviewed eight first year mathematics and science teachers. We asked them to reflect on emotional episodes and talk about how those emotions informed their teaching…

High School Teachers' Identities: Constructing Civic Selves

ERIC Educational Resources Information Center

Obenchain, Kathryn M.; Balkute, Asta; Vaughn, Erin; White, Shannon

2016-01-01

Research suggests that teachers play a role in the type of citizenship education implemented in schools. The purpose of this qualitative case study was to explore how two high school teachers understood and enacted their civic identities as a dimension of their teacher identities. Findings suggest that factors contributing to an individual's civic…

Dialectics of Development: Teacher Identity Formation in the Interplay of Ideal Ego and Ego Ideal

ERIC Educational Resources Information Center

Clarke, Matthew; Michell, Michael; Ellis, Neville John

2017-01-01

This paper results from research examining pre-service teacher development in relation to experiences of mentoring during the Professional Experience component of their programme. The paper focuses on the interplay between pre-service teachers' personal aspirations for their own practice and identity and their perceptions of more socialized and…

Identity Functions and Empathetic Tendencies of Teacher Candidates

ERIC Educational Resources Information Center

Ay, Alpaslan; Kadi, Aysegul

2016-01-01

Objective of this research is to investigate identity functions and empathetic tendencies of teacher candidates. Sample consists of 232 teacher candidates in social studies teacher education. Survey model is preferred to investigate the difference between identity functions and empathetic tendencies of teacher candidates. And also correlational…

Exploring Relationships between Teacher Identities and Disciplinarity

ERIC Educational Resources Information Center

Ballantyne, Julie; Grootenboer, Peter

2012-01-01

The relationships between discipline specialization, teacher identity, and pedagogy can be seen as the crux of practice in the music classroom--impacting on all the actions of the teacher, both within and outside the classroom. Crucially, the impact of music teacher identity on the nature of music teaching and learning is one that has the…

Exploring the positional identities of high school science teachers

NASA Astrophysics Data System (ADS)

Blackwell, Edith Lavonne

The identity of the teacher has been determined to influence classroom practices. Positional identity is defined as one's perception of self relative to others. This qualitative research study investigates the positional identity of five high school science teachers of different ethnicities and how their positional identities influence their classroom practices. Positional identity is thought to be determined by one's perception of how one's race, ethnicity, gender, age, religion and socioeconomic status position one relative to others. The methods of data collection included classroom observations, structured and semi-structured interviews, book club meetings, teacher journals, and researcher journals, demographic and online questionnaires. The teachers that overcame stereotypes based on race/ethnicity, gender and socioeconomic status felt empowered in their positional identities and were able to empower their students. The data also identified those teachers that struggle the most with finding their power within their positional identities were the immigrants that were not able to merge their personal identities within the pre-determined social positions they encountered in this society. The empowerment or powerlessness of the science teachers' positional identities impacted instruction and practices within the science classroom.

Identity Formation of LBOTE Preservice Teachers during the Practicum: A Case Study in Australia in an Urban High School

ERIC Educational Resources Information Center

Nguyen, Hoa Thi Mai; Sheridan, Lynn

2016-01-01

This study captures the experiences of language background other than English (LBOTE) preservice teachers using a case study approach to explore identity development. Wenger's (2000) "modes of belonging" form the theoretical framework to develop an understanding of the factors contributing to teacher identity. This article draws on…

New Teachers' Identity Shifts at the Boundary of Teacher Education and Initial Practice

ERIC Educational Resources Information Center

Beauchamp, Catherine; Thomas, Lynn

2011-01-01

As teachers enter the school communities of their initial practice, they experience identity shifts that reflect their learning. Throughout teacher education they have constructed an identity informed by their previous school experiences, the ideas and approaches promoted by their teacher education programs, and an ideal of the teachers they hope…

Teacher Identity in Language Teaching: Integrating Personal, Contextual, and Professional Factors

ERIC Educational Resources Information Center

Pennington, Martha C.; Richards, Jack C.

2016-01-01

This article reviews notions of identity and teacher identity, how these relate to the specific characteristics of language teaching, and how teacher identity can evolve or be developed through experience and teacher education. The notion of teacher identity highlights the individual characteristics of the teacher and how these are integrated with…

Community preceptors' views of their identities as teachers.

PubMed

Starr, Susan; Ferguson, Warren J; Haley, Heather-Lyn; Quirk, Mark

2003-08-01

Community physicians are increasingly being recruited to teach medical students and residents, yet there has been little research about how they think of themselves as teachers or what factors contribute to "teacher identity." Physicians who think of themselves as teachers may be more likely to enjoy teaching, to teach more, and to be recognized by students and other faculty as good teachers. Identifying factors that enhance teacher identity may be helpful for the recruitment and retention of high-quality community faculty. Thirty-five experienced community preceptors were audiotaped in five structured focus groups in April 2001, answering a series of questions about their teacher identity. Responses were qualitatively analyzed for evidence of themes. "Feeling intrinsic satisfaction" was the most common theme that emerged from the tapes. Preceptors also identified that "having knowledge and skill about teaching" and "belonging to a group of teacher" enhanced their roles as teachers. "Being a physician means being a teacher," "feeling a responsibility to teach medicine," and "sharing clinical expertise" also emerged as important themes. Although a group of participants were interested in "receiving rewards for teaching," rewards did not need to be financial compensation. For some, genuine recognition for their efforts by the medical school, particularly in the form of faculty development opportunities, constituted reward and recognition for teaching. Community physicians described a variety of factors that contribute to their identity as teachers. Faculty development programs offer opportunities to strengthen teacher identity and foster relationships between teaching programs and community-based faculty.

An Investigation of Prospective Music Teachers' Early Teacher Identity

ERIC Educational Resources Information Center

Koca, Sehriban

2016-01-01

This study was a descriptive study that investigated prospective music teachers' early teacher identity. The study made use of a general screening model. Participants of the research is consists of 162 fourth-year music teacher candidates. The study was conducted in the spring semester of the 2015-2016 academic year at the music teaching…

Six Beginning Music Teachers' Music Teacher Role Identities

ERIC Educational Resources Information Center

Paise, Michele Paynter

2010-01-01

In this study, I used a qualitative approach to explore the music teacher role identities of six beginning music teachers prior to, during, and after their student teaching experience. Data collection included participant-observation, interviews, and e-mail communication. Specifically, I looked at what each of these beginning music teachers…

Exploring the Positional Identities of High School Science Teachers

ERIC Educational Resources Information Center

Blackwell, Edith Lavonne

2012-01-01

The identity of the teacher has been determined to influence classroom practices. Positional identity is defined as one's perception of self relative to others. This qualitative research study investigates the positional identity of five high school science teachers of different ethnicities and how their positional identities influence their…

Mathematics Teachers: Negotiating Professional and Discipline Identities

ERIC Educational Resources Information Center

Grootenboer, Peter; Ballantyne, Julie

2010-01-01

The professional practice of teachers is shaped and directed by their sense of identity (Beijaard, Verloop, & Vermunt, 2000). All teachers have some conception of themselves as pedagogues, but they also have identities which relate to the disciplines that they are required to teach. Here we report on a project that explored the nexus of…

Pre-Service Teacher Cultural Identity Development

ERIC Educational Resources Information Center

Cunningham, Maurella Louise

2013-01-01

The main purpose of this study is to conduct exploratory qualitative research to investigate how PSTs and practicing teachers experience cultural and racial identity development or changes in identity. Rather than examine the "what" or contributors to identity development, I will explore the "how" or processes of identity…

Preservice Teachers' Identity Development during the Teaching Internship

ERIC Educational Resources Information Center

Nghia, Tran Le Huu; Tai, Huynh Ngoc

2017-01-01

This article reports the analysis of two preservice teachers' narratives to highlight the process of teacher identity development during their teaching internship. The analysis showed that their teacher identities had been shaped before they entered the teacher education program where it continued to be shaped by educational experts. In that way,…

Queer English Language Teacher Identity: A Narrative Exploration in Colombia

ERIC Educational Resources Information Center

Lander, Roderick

2018-01-01

This article presents partial results of research exploring links between language teacher identity and queer identity in English language teachers working in Colombia. Three gay male teachers participated in a narrative research project framed within a poststructural perspective on identity. I conducted and recorded semi-structured interviews…

Exploring Second-Language Teachers' Identities through Multimodal Narratives: Gender and Race Discourses

ERIC Educational Resources Information Center

Vitanova, Gergana

2016-01-01

This article has several interconnected goals. First, it foregrounds the role of narratives and narrative inquiry in the research of second language teaching practices. It illustrates how multimodal narrativity could be used in analyzing the formation of personal and professional identities of several female teachers of English. Specifically, it…

Cultivating Agentic Teacher Identities in the Field of a Teacher Education Program

ERIC Educational Resources Information Center

Block, Lee Anne; Betts, Paul

2016-01-01

Teacher candidates' individual and collaborative inquiry occurs within multiple and layered contexts of learning. The layered contexts support a strong connection between the practicum and the university and the emergent teaching identities. Our understanding of teacher identity is as situated and socially constructed, yet fluid and agentic. This…

Teacher Identity Construction in Different Contexts of Teacher Education in Brazil.

ERIC Educational Resources Information Center

Diniz-Pereira, Julio Emilio

Considering current public policies for teacher education, recent educational reforms, and the renewed discussion of the teacher's role within contemporaneous approaches in the field of education, it is essential to discuss how teacher identity is gradually constructed in teacher education programs. This paper discusses processes of teacher…

A Dialogical Approach to Conceptualizing Teacher Identity

ERIC Educational Resources Information Center

Akkerman, Sanne F.; Meijer, Paulien C.

2011-01-01

In recent attempts to address the notion of teacher identity, scholars have stressed how identity is dynamically evolving, intrinsically related to others, and consists of multiple identities. Though these postmodern characterizations represent radically new perceptions of identity, they are not extensively discussed in relation to previous…

Studying Science Teacher Identity: Current Insights and Future Research Directions

ERIC Educational Resources Information Center

Avraamidou, Lucy

2014-01-01

Over the past 10?years an increasing number of articles have been published in leading science education journals that report on research about teacher identity and describe interventions that support teacher identity development. My purpose in this review paper is to examine how the construct of science teacher identity has been conceptualised…

Measuring the Professional Identity of Hong Kong In-Service Teachers

ERIC Educational Resources Information Center

Cheung, Hoi Yan

2008-01-01

A teacher professional identity scale was developed for Hong Kong in-service teachers to measure the professional identity of teachers. Most studies of professional identity have been qualitative. The present study tried to examine this important concept using a quantitative method. Based on various studies, one of the ways of understanding the…

Second Career Teachers and (Mis)Recognitions of Professional Identities

ERIC Educational Resources Information Center

Nielsen, Ann

2016-01-01

Since the late 1980s there has been an increase of "second career teachers" (SCTs), professionals that switch careers to become teachers. Little is known about SCTs and their sense of professional identity. Building from Pierre Bourdieu's concepts of power and cultural capital, the professional identities of teachers were examined…

Teacher Identity and Numeracy: Evaluating a Conceptual Framework for Identity as a Teacher of Numeracy

ERIC Educational Resources Information Center

Bennison, Anne

2014-01-01

If teachers are to adequately support development of their students' numeracy capabilities then they need to have an identity as a teacher of numeracy. A preliminary evaluation of a conceptual framework (Bennison & Goos, 2013) developed for use in a two-year study that seeks to understand this construct is presented. Initial findings about an…

Legitimating Multilingual Teacher Identities in the Mainstream Classroom

ERIC Educational Resources Information Center

Higgins, Christina; Ponte, Eva

2017-01-01

This article explores the identities of a group of elementary teachers who participated in a professional development (PD) project on multilingual language learners. We study how the participating teachers drew on different aspects of their identities to respond to encouragement to increase their attention to students' diverse multilingual…

From the Classroom to the Keyboard: How Seven Teachers Created Their Online Teacher Identities

ERIC Educational Resources Information Center

Richardson, Jennifer C.; Alsup, Janet

2015-01-01

Teacher identity is defined as a sense of teacher self that results from a productive combination of key personal and professional subjectivities or beliefs. Much empirical research has been done on the development of teacher identity in the K-12 arena, with a great deal of theoretical and philosophical scholarship about teaching at the college…

Teacher Educator Identity Emerging through Positioning Self and Others

ERIC Educational Resources Information Center

Pinnegar, Stefinee; Murphy, M. Shaun

2011-01-01

Research exploring the process of becoming a teacher educator always reveals the difficult balancing act that developing an identity as a teacher educator involves and the articles in this issue do just that. The Rice and McNeil studies of teacher educator identity in this issue are very revealing; they were conducted from the perspective of…

Analysing the Socio-Psychological Construction of Identity among Pre-Service Teachers

ERIC Educational Resources Information Center

Sanya Pelini, Eunice

2017-01-01

A teacher's representation of self is crucial in how they construct their identity. In this article, it is argued that pre-service teachers' identities are intricately linked to their perceptions of the teaching profession. This paper explores the social construction of identity among pre-service teachers and the implications for professional…

Who Are Teachers? A Study of Identity Hierarchy

ERIC Educational Resources Information Center

Yilmaz, Ferat; Ilhan, Mustafa

2017-01-01

This study aims to create a hierarchy of identities for teachers' perceptions of the self. The research carried out as a survey study was conducted in Diyarbakir, a province in Turkey, with a study group of 261 teachers. This study employs a tool of data collection making it possible to present the six types of identities--namely, professional…

Teachers' Identities and Creative Teaching in Language Immersion Classrooms

ERIC Educational Resources Information Center

Kong, Kaishan

2015-01-01

The connection between teachers' identities and their influence on creative teaching can be found in literature on identity negotiation theory (Norton) and relationship between teachers' understanding of themselves, knowledge, and teaching practice (Johnson and Golombek). Informed by the relevant literature, this qualitative inquiry explores two…

Developing Music Teacher Identities: An International Multi-Site Study

ERIC Educational Resources Information Center

Ballantyne, Julie; Kerchner, Jody L.; Arostegui, Jose Luis

2012-01-01

This study investigates pre-service music teacher's (PSMT) perceptions of their professional identities. University-level education students in the United States America (USA), Spain and Australia were all asked interview questions based on general themes relevant to teacher identity development, and their responses were subjected to content…

Academics' Teacher Identities, Authenticity and Pedagogy

ERIC Educational Resources Information Center

Kreber, Carolin

2010-01-01

Nine academics participated in semi-structured interviews to explore possible linkages between their teacher identities and the pedagogies they employ. A content analysis of the interviews was performed to gain insight into the factors playing a role in how academics define themselves as teachers, the larger educational goals they espouse and the…

Alternative Routes to Teacher Professional Identity: Exploring the Conflated Sub-Identities of Teach for America Corps Members

ERIC Educational Resources Information Center

Thomas, Matthew A. M.; Mockler, Nicole

2018-01-01

Research on the development of professional identity for teachers who enter the profession through alternative routes is still in its infancy. In contrast to their peers who complete traditional initial teacher education programs, these teachers are exposed to different conditions and constraints that produce a range of sub-identities previously…

Second-Wave White Teacher Identity Studies: Toward Complexity and Reflexivity in the Racial Conscientization of White Teachers

ERIC Educational Resources Information Center

Jupp, James C.; Lensmire, Timothy J.

2016-01-01

In this article, we introduce our special issue, "Second-Wave White Teacher Identity Studies: Toward Complexity and Reflexivity in the Racial Conscientization of White Teachers." We characterize white teacher identity studies as a developing field with important implications for education research and teacher education. Early work in…

Professional Identity Tensions of Beginning Teachers

ERIC Educational Resources Information Center

Pillen, Marieke; Beijaard, Douwe; den Brok, Perry

2013-01-01

This study reports on interviews with 24 beginning teachers about tensions they experienced regarding their professional identity. The interviewees reported a total of 59 tensions of tension that fell into three themes: (1) the change in role from student to teacher; (2) conflicts between desired and actual support given to students; and (3)…

Teacher Identity Development through Action Research: A Chinese Experience

ERIC Educational Resources Information Center

Yuan, Rui; Burns, Anne

2017-01-01

This study explores how two language teachers constructed and reconstructed their professional identities through their action research (AR) facilitated by university researchers in China. Informed by the theory of 'community of practice', the findings of the study show that AR exerted a transformative impact on the teachers' identity development.…

Vocational Teachers' Identity Formation through Boundary Crossing

ERIC Educational Resources Information Center

Fejes, Andreas; Köpsén, Susanne

2014-01-01

Vocational teachers' prior occupational experiences are construed as those that will guarantee high-quality teaching in vocational education, although individuals are no longer required to have formal teaching qualifications to be employed as teachers in Sweden. This lack of strict requirements raises the issue of the preparedness of vocational…

From EAP to ESP: A Teacher's Identity Development

ERIC Educational Resources Information Center

Chang, Karen Chung-chien

2017-01-01

In the past two decades, different aspects of teacher identity have been widely studied and discussed. However, in the field of English language teaching, the issue of identity among English for Specific Purposes (ESP) teachers seems to be an under-researched topic. This study focused on the narratives of a teacher to gain insight into her…

The Social Construction of Teachers' Individualism: How to Transcend Traditional Boundaries of Teachers' Identity?

ERIC Educational Resources Information Center

Diniz-Pereira, Emilio Julio

This paper addresses the social construction of individualism as one of the strongest marks of traditional teacher identity. It discusses, through an educational literature review, why individualism is one of the strongest marks of traditional teacher identity, how this feature has been historically and socially constructed, why it has been so…

A Case Study Exploring the Identity of an In-Service Elementary Science Teacher: a Language Teacher First

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Marco-Bujosa, Lisa; Levy, Abigail Jurist; McNeill, Katherine

2018-01-01

Teachers are central to providing high-quality science learning experiences called for in recent reform efforts, as their understanding of science impacts both what they teach and how they teach it. Yet, most elementary teachers do not enter the profession with a particular interest in science or expertise in science teaching. Research also indicates elementary schools present unique barriers that may inhibit science teaching. This case study utilizes the framework of identity to explore how one elementary classroom teacher's understandings of herself as a science specialist were shaped by the bilingual elementary school context as she planned for and provided reform-based science instruction. Utilizing Gee's (2000) sociocultural framework, identity was defined as consisting of four interrelated dimensions that served as analytic frames for examining how this teacher understood her new role through social positioning within her school. Findings describe the ways in which this teacher's identity as a science teacher was influenced by the school context. The case study reveals two important implications for teacher identity. First, collaboration for science teaching is essential for elementary teachers to change their practice. It can be challenging for teachers to form an identity as a science teacher in isolation. In addition, elementary teachers new to science teaching negotiate their emerging science practice with their prior experiences and the school context. For example, in the context of a bilingual school, this teacher adapted the reform-based science curriculum to better meet the unique linguistic needs of her students.

Toward a Linguistically Responsive Teacher Identity: An Empirical Review of the Literature

ERIC Educational Resources Information Center

Martin, Adrian D.; Strom, Kathryn J.

2016-01-01

Despite current demographic imperatives, little is known about how teachers understand, construct, and enact their professional identities in relation to teaching English learners (ELs). This article, an empirical review of the literature on teacher identity and ELs, examines how teacher identity has been investigated among educators working in…

Initial testing of an instrument to measure teacher identity in physicians.

PubMed

Starr, Susan; Haley, Heather-Lyn; Mazor, Kathleen M; Ferguson, Warren; Philbin, Mary; Quirk, Mark

2006-01-01

A previous study described 7 elements of teacher identity: intrinsic satisfaction from teaching, knowledge and skill about teaching, belonging to a community of teachers, receiving rewards for teaching, believing that being a doctor means being a teacher, feeling a responsibility to teach, and sharing clinical expertise. To conduct the initial testing of an instrument to measure the 7 elements of teacher identity in clinical educators and to consider the potential applications of such an instrument. A 37-item questionnaire was mailed to 153 preceptors of preclinical students. Categories reflected the elements of teacher identity listed here. Demographic data were collected. Means, alphas, ANOVAs, and paired t tests were calculated. Of 153 preceptors, 127 (83%) completed the questionnaire. Cronbach's alpha for the overall scale and several subscales were high. Salaried physicians and those who had completed a faculty development program scored significantly higher on several subscales than physicians who volunteered to teach or who did not have faculty development. This study provides preliminary evidence that teacher identity can be measured and that preceptors do not respond as a homogeneous group. Assessing teacher identity may be helpful to medical schools looking to identify and support physicians who teach.

Focus on Identity Development: A Proposal for Addressing English Teacher Attrition

ERIC Educational Resources Information Center

Hochstetler, Sarah

2011-01-01

Placing teacher identity work (e.g. thinking critically about what it means to be a teacher) late in the curriculum of education programs could contribute to the high attrition rate of secondary English teachers. This article argues for more attention to teacher identity development early in candidate coursework to better prepare them for the…

Becoming a Mathematics Teacher: The Role of Professional Identity

ERIC Educational Resources Information Center

Akkoç, Hatice; Yesildere-Imre, Sibel

2017-01-01

Teachers' pedagogical practice and choices for their actions could not only be explained by their knowledge, beliefs or attitudes (Rodgers & Scott, 2008). Identity also has a crucial role in learning to teach. The aim of this study is to investigate contextual nature of preservice mathematics teachers' professional identities. For this aim, a…

Teachers' Professional Identity: Contributions of a Critical EFL Teacher Education Course in Iran

ERIC Educational Resources Information Center

Abednia, Arman

2012-01-01

This paper is a report on contributions of a critical EFL (English as a Foreign Language) teacher education course to Iranian teachers' professional identity reconstruction. Pre-course and post-course interviews with seven teachers, their reflective journals, class discussions, and the teacher educator's reflective journals were analyzed as guided…

Conceptualisation of English Teachers' Professional Identity and Comprehension of Its Dynamics

ERIC Educational Resources Information Center

Han, Insuk

2017-01-01

This study attempts to conceptualise English teachers' professional identity based on an understanding of identity in a socio-psychological framework, and thereby reveal the attributes and dynamics of professional identity by investigating Korean English teachers' cognitive, emotional and behavioural responses to their national English curriculum…

Narratives, choices, alienation, and identity: learning from an elementary science teacher

NASA Astrophysics Data System (ADS)

Upadhyay, Bhaskar

2009-09-01

As we contemplate on teacher identity research, there is a need to place a teacher's narratives or story-lines at the center of that work. In this forum, in response to the insightful commentary from Stephen Ritchie and Maria Iñez Mafra Goulart and Eduardo Soares, I place a greater emphasis on understanding Daisy's narratives from an existing social identity framework. Narratives tell us intricate and complex actions that a teacher has taken both personally and professionally. Additionally, narratives help us see implicit nature of identity explicitly. Therefore, a greater focus has to be placed on interactions and utterances of a teacher to make sense of who they are and what they do as expressed by their own words (identity and action). Finally, I join with Ritchie and Goulart and Soares to advocate that identity research needs to include participants as co-researchers and co-authors as identities are very personal and complex to be fully understood by the outsiders (researchers).

Professional Identity of an Early Childhood Black Teacher in a Predominantly White School: A Case Study

ERIC Educational Resources Information Center

Al-Khatib, Amal J.; Lash, Martha J.

2017-01-01

This qualitative case study investigated the role of race, school context, and personal and professional experiences in the formation of an early childhood minority teacher's professional identity. Data sources included interviews, observations, conversations, field notes and school artefacts. Member checking, triangulation and extended…

(Non)native Speakered: Rethinking (Non)nativeness and Teacher Identity in TESOL Teacher Education

ERIC Educational Resources Information Center

Aneja, Geeta A.

2016-01-01

Despite its imprecision, the native-nonnative dichotomy has become the dominant paradigm for examining language teacher identity development. The nonnative English speaking teacher (NNEST) movement in particular has considered the impact of deficit framings of nonnativeness on "NNEST" preservice teachers. Although these efforts have…

Pre-Service Primary Teachers Negotiating Physical Education Identities during the Practicum

ERIC Educational Resources Information Center

Fletcher, Tim; Kosnik, Clare

2016-01-01

This research examined the ways in which pre-service primary teachers' experiences of physical education during the practicum influenced the development of their identities as teachers of physical education. Guided by a social constructivist view of identity, semi-structured interviews were conducted with 10 pre-service teachers over one academic…

Between Continuity and Change: Identities and Narratives within Teacher Professional Development

ERIC Educational Resources Information Center

Curwood, Jen Scott

2014-01-01

This year-long ethnographic case study examined high school teachers' participation in technology-focused professional development. By pairing a dialogical perspective on teacher identity with a micro-level analysis of narratives, findings indicate that teachers use language and other semiotic resources to express their own identity as well as to…

High School EFL Teachers' Identity and Their Emotions towards Language Requirements

ERIC Educational Resources Information Center

Torres-Rocha, Julio César

2017-01-01

This is a study on high school English as a foreign language Colombian teacher identity. Using an interpretive research approach, I explored the influence of the National Bilingual Programme on the reconstruction of teacher identity. This study focuses on how teachers feel about language requirements associated with a language policy. Three…

School Health Promotion and Teacher Professional Identity

ERIC Educational Resources Information Center

Jourdan, Didier; Simar, Carine; Deasy, Christine; Carvalho, Graça S.; McNamara, Patricia Mannix

2016-01-01

Purpose: Health and education are inextricably linked. Health promotion sits somewhat uncomfortably within schools, often remaining a marginal aspect of teachers' work. The purpose of this paper is to examine the compatibility of an HP-initiative with teacher professional identity. Design/methodology/approach: A qualitative research design was…

Future Directions in Research on Mathematics-Related Teacher Identity

ERIC Educational Resources Information Center

Lutovac, Sonja; Kaasila, Raimo

2018-01-01

Mathematics education research has placed great emphasis on teacher identity, examining both pre- and in-service teachers, and within these cohorts, specialised mathematics teachers and non-specialists such as elementary teachers. Extensive research has already been done; hence, this paper discusses possible future directions for research on…

Preserving Social Justice Identities: Learning from One Pre-Service Literacy Teacher

ERIC Educational Resources Information Center

Ticknor, Anne Swenson

2014-01-01

Identities that include social justice stances are important for pre-service teachers to adopt in teacher education so they may meet the needs of "all" future students. However, maintaining a social justice identity can be difficult when pre-service teachers are confronted with an evaluator without a social justice stance. This article…

Emotional Development and Construction of Teacher Identity: Narrative Interactions about the Pre-Service Teachers' Practicum Experiences

ERIC Educational Resources Information Center

Teng, Mark Feng

2017-01-01

Pre-service teacher identity research has directed limited attention to the construction and development of professional teacher identity through narrative interaction. An analysis of narrative interactions among pre-service teachers in the present study explored the ways in which they negotiated emotional flux in the process of training to become…

Engagement with a Teaching Career--How a Group of Finnish University Teachers Experience Teacher Identity and Professional Growth

ERIC Educational Resources Information Center

Korhonen, Vesa; Törmä, Sirpa

2016-01-01

The aim of this qualitative study was to identify teachers' ways of experiencing their identity and development challenges as teachers in the social and professional context of university. Identity and development as a teacher were examined based on interviews and drawings of career paths collected from a group of university teachers representing…

Cases on Teacher Identity, Diversity, and Cognition in Higher Education

ERIC Educational Resources Information Center

Breen, Paul, Ed.

2014-01-01

As our world becomes increasingly diverse and technologically-driven, the role and identities of teachers continues to change. "Cases on Teacher Identity, Diversity, and Cognition in Higher Education" seeks to address this change and provide an accurate depiction of the teaching profession today. This thought-provoking collection of…

Constructing Occupational Identities: How Female Preschool Teachers Develop Professionalism

ERIC Educational Resources Information Center

Kim, Mina

2013-01-01

This study explores how female teachers construct their occupational identities as teachers within early childhood education (ECE) settings. The combination of feminist scholarship and the use of teacher life history method allow these women to describe themselves as professionally trained and educated teachers who love teaching and children even…

A Short Story Approach to Analyzing Teacher (Imagined) Identities over Time

ERIC Educational Resources Information Center

Barkhuizen, Gary

2016-01-01

In this article the researcher reports on a longitudinal study which investigated the imagined identities of a preservice English teacher in New Zealand and compared these with the identities she negotiated in her teacher education and then teaching practice nearly nine years later. The teacher, an immigrant from the Pacific Island of Tonga,…

Capturing the Transformation and Dynamic Nature of an Elementary Teacher Candidate's Identity Development as a Teacher of Science

NASA Astrophysics Data System (ADS)

Naidoo, Kara

2017-12-01

This study examines the transformation and dynamic nature of one teacher candidate's (Susan) identity as a learner and teacher of science throughout an innovative science methods course. The goal of this paper is to use theoretically derived themes grounded in cultural-historical activity theory (CHAT) and situated learning theory to determine the ways in which Susan's identity as a learner and teacher of science was influenced by her experiences in the course, and to describe how she made meaning of her transformative process. The following are the three theoretical themes: (1) learning contributes to identity development, (2) identity development is a dialogical process that occurs between individuals, not within individuals, and (3) social practice leads to transformations and transformations lead to the creation of new social practices. Within each theme, specific experiences in the science methods course are identified that influenced Susan's identity development as a teacher of science. Knowing how context and experiences influence identity development can inform design decisions concerning teacher education programs, courses, and experiences for candidates.

Unmasking identity dissonance: exploring medical students' professional identity formation through mask making.

PubMed

Joseph, Kimera; Bader, Karlen; Wilson, Sara; Walker, Melissa; Stephens, Mark; Varpio, Lara

2017-04-01

Professional identity formation is an on-going, integrative process underlying trainees' experiences of medical education. Since each medical student's professional identity formation process is an individual, internal, and often times emotionally charged unconscious experience, it can be difficult for educators to understand each student's unique experience. We investigate if mask making can provide learners and educators the opportunity to explore medical students' professional identity formation experiences. In 2014 and 2015, 30 third year medical students created masks, with a brief accompanying written narrative, to creatively express their medical education experiences. Using a paradigmatic case selection approach, four masks were analyzed using techniques from visual rhetoric and the Listening Guide. The research team clearly detected identity dissonance in each case. Each case provided insights into the unique personal experiences of the dissonance process for each trainee at a particular point in their medical school training. We propose that mask making accompanied by a brief narrative reflection can help educators identify students experiencing identity dissonance, and explore each student's unique experience of that dissonance. The process of making these artistic expressions may also provide a form of intervention that can enable educators to help students navigate professional identity formation and identity dissonance experiences.

Emotions and Language Teacher Identity: Conflicts, Vulnerability, and Transformation

ERIC Educational Resources Information Center

Song, Juyoung

2016-01-01

This study discusses how the shifting teaching context via globalization generates new demands for English language teachers, and how teachers' emotional responses to this shift affect their identity and practice. Based on interviews with five secondary English teachers in South Korea, the study presents these teachers' conflicted stories such as…

Identity Agents: Parents as Active and Reflective Participants in their Children's Identity Formation

ERIC Educational Resources Information Center

Schachter, Elli P.; Ventura, Jonathan J.

2008-01-01

The paper introduces the concept of identity agents. This concept refers to those individuals who actively interact with children and youth with the intention of participating in their identity formation, and who reflectively mediate larger social influences on identity formation. This contrasts with the focus of mainstream research in the…

Toward Self-Authoring a Civic Teacher Identity: Service-Learning in Teacher Education

ERIC Educational Resources Information Center

McLean, Lorna R.; Truong-White, Hoa H.

2016-01-01

Previous scholarship has examined how teachers' civic knowledge and conceptions of citizenship influence their goals, pedagogical practices, and confidence in teaching citizenship, but few studies have probed how teacher candidates develop identities as civic educators through community service-learning projects. This case study draws upon Baxter…

Identity Development: What I Notice about Myself as a Teacher

ERIC Educational Resources Information Center

Ó Gallchóir, Ciarán; O'Flaherty, Joanne; Hinchion, Carmel

2018-01-01

Teacher identity has been recognised as critical to the practice and development of teachers. However, there remains a paucity of scholarship capturing the voice of pre-service teachers' meaning making of their own development as teachers during initial teacher education. This paper sets out to explore seven pre-service teachers' meaning making of…

Changing Career and Changing Identity: How Do Teacher Career Changers Exercise Agency in Identity Construction?

ERIC Educational Resources Information Center

Wilson, Elaine; Deaney, Rosemary

2010-01-01

The quest to understand what it means to "become" a teacher and the conditions in which such aspirations can be translated into lived experience, continues to exercise teacher educators and researchers alike. Whilst the literature points towards the importance of developing teacher identity, little attention has been given to…

Transforming the culture of surgical education: promoting teacher identity through human factors training.

PubMed

Cahan, Mitchell A; Starr, Susan; Larkin, Anne C; Litwin, Demetrius E M; Sullivan, Kate M; Quirk, Mark E

2011-07-01

Promoting a culture of teaching may encourage students to choose a surgical career. Teaching in a human factors (HF) curriculum, the nontechnical skills of surgery, is associated with surgeons' stronger identity as teachers and with clinical students' improved perception of surgery and satisfaction with the clerkship experience. To describe the effects of an HF curriculum on teaching culture in surgery. Surgeons and educators developed an HF curriculum including communication, teamwork, and work-life balance. Teacher identity, student interest in a surgical career, student perception of the HF curriculum, and teaching awards. Ninety-two of 123 faculty and residents in a single program (75% of total) completed a survey on teacher identity. Fifteen of the participants were teachers of HF. Teachers of HF scored higher than control participants on the total score for teacher identity (P < .001) and for subcategories of global teacher identity (P = .001), intrinsic satisfaction (P = .001), skills and knowledge (P = .006), belonging to a group of teachers (P < .001), feeling a responsibility to teach (P = .008), receiving rewards (P =.01), and HF (P = .02). Third-year clerks indicated that they were more likely to select surgery as their career after the clerkship and rated the curriculum higher when it was taught by surgeons than when taught by educators. Of the teaching awards presented to surgeons during HF years, 100% of those awarded to attending physicians and 80% of those awarded to residents went to teachers of HF. Curricular focus on HF can strengthen teacher identity, improve teacher evaluations, and promote surgery as a career choice.

The Impact of a Teacher Education Culture-Based Project on Identity as a Mathematically Thinking Teacher

ERIC Educational Resources Information Center

Owens, Kay

2014-01-01

Identity as a mathematics teacher is enhanced when a teacher explores the cultural setting of their mathematics. The reports of projects that link culture and mathematics were analysed to explore the impact of sociocultural situations together with affective and cognitive aspects of self-regulation on identity. The reports were written by…

Voices of Identity in a Chicana Teacher's Occupational Narratives of the Self

ERIC Educational Resources Information Center

Galindo, Rene

2007-01-01

The research area of teacher narrative inquiry has identified links between the personal and professional identities of teachers. Although teacher narrative inquiry takes narrative texts as its data, insufficient attention has been given to the functions of narratives as forms of discourse that are utilized in the construction of identity. In the…

Achievement Goal Orientations and Identity Formation Styles

ERIC Educational Resources Information Center

Kaplan, Avi; Flum, Hanoch

2010-01-01

The present article points to shared underlying theoretical assumptions and central processes of a prominent academic motivation perspective--achievement goal theory--and recent process perspectives in the identity formation literature, and more specifically, identity formation styles. The review highlights the shared definition of achievement…

Forced migration, adolescence, and identity formation.

PubMed

Anagnostopoulos, Dimitris C; Vlassopoulos, Maria; Lazaratou, Helen

2006-09-01

Adolescence is a complex biopsychosocial phenomenon. All the inner-subjective changes in adolescents take place within the context of a specific social environment, which offers the necessary ideological setting that adolescents must confront in the course of their identity formation. Forced migration creates conditions under which the adolescent Ego may be traumatized more easily, resulting in the development of defensive mechanisms, which may interfere with the natural process of identity formation. The aim of this paper is to investigate how a traumatic situation such as forced migration may affect the mechanisms of identity formation in adolescence. For this purpose, clinical material, consisting of two cases of psychoanalytical psychotherapy of adolescents who were forced to immigrate to Greece, is presented and discussed in a psychoanalytical theoretical framework, along with the historical-sociological background.

Sexuality, Schooling, and Teacher Identity Formation: A Critical Pedagogy for Teacher Education

ERIC Educational Resources Information Center

Vavrus, Michael

2009-01-01

Offering an alternative to normative teacher education that excludes meaningful sexuality and gender education from its curriculum, this article presents a critical teacher education multicultural curriculum based in the United States that included an autoethnographic narrative assignment as reflective space for teacher candidates to consider…

Identity Development of Literacy Teachers of Adolescents with Significant Cognitive Disabilities

ERIC Educational Resources Information Center

Roberts, Carly A.

2013-01-01

This study employs the theory of identity development and figured worlds to investigate how historical and current education context, preservice and inservice teacher preparation, and school and classroom context influence the development of the literacy teaching identity of teachers of adolescents with significant cognitive disabilities. A…

Teacher Learning: Reflective Practice as a Site of Engagement for Professional Identity Construction

ERIC Educational Resources Information Center

Hung, Hsiu-ting

2008-01-01

This paper reports a qualitative study in response to the growing research interest in teacher learning. Informed by a sociocultural perspective, teacher learning is considered as a process of identity construction in the paper. This paper taps into the development of teacher identity embedded in teacher learning and views reflection as a social…

Lesbian Teachers' Identity, Power and the Public/Private Boundary

ERIC Educational Resources Information Center

Rudoe, Naomi

2010-01-01

This article examines lesbian teachers' negotiation of the public/private boundary in the school, focusing on identity management in the context of the heterosexualised space of this public institution. The study is based on interviews conducted with six lesbian teachers working in London secondary schools. I examine the teachers' responses, and…

The influence of relational formative discourse on students' positional identities in a middle school science classroom

NASA Astrophysics Data System (ADS)

Trauth-Nare, Amy

Formative assessment is the process of eliciting students' understanding during instruction in order to make sensitive instructional decisions and provide feedback to enhance students' learning. Research indicates that when used properly, formative assessment can lead to significant learning gains and enhance students' self-efficacy. Drawing on previous research and a framework of relational pedagogy, I studied the positional identities claimed, assigned and negotiated by a middle school science teacher and her students during formative assessment interactions. Critical discourse analysis was used to analyze classroom interactions, teacher debriefings and student interviews. Findings from this study indicated that the teacher normatively positioned herself as authority during formative assessment interactions, yet students were not completely powerless. Through assertions of content knowledge and re-directions of topical focus, students positioned themselves actively and had the capacity to influence the direction and focus of formative assessment. Outside of classroom instruction, the teacher simultaneously positioned herself as both hindered by institutional structures yet actively subverted those structures in both covert and overt ways in the service of meaningful science learning. As indicated from interviews and SPAQ questionnaire responses, many students in this classroom positioned themselves positively in relation to science, the teacher and her methods of assessment, while some felt marginalized. This research has implications for the ways in which formative assessment is used to support teaching and learning in science classrooms. Findings from this study indicate that formative assessment is not simply an instrumental act carried out by teachers, but rather is a relational process that necessarily involves students. As a result, formative assessment should balance authoritative and dialogic discourse as a means for supporting and engaging students as

Math Autobiographies: A Window into Teachers' Identities as Mathematics Learners

ERIC Educational Resources Information Center

McCulloch, Allison W.; Marshall, Patricia L.; DeCuir-Gunby, Jessica T.; Caldwell, Ticola S.

2013-01-01

Mathematics autobiographies have the potential to help teachers reflect on their identities as mathematics learners and to understand their role in the development of their students' mathematics identities. This paper reports on a professional development project for K-2 teachers (n = 41), in which participants were asked to write mathematics…

Teacher Education as Identity Construction: Insights from Action Research

ERIC Educational Resources Information Center

Trent, John

2010-01-01

This paper reports on the results of a qualitative study that explored the experiences of one group of pre-service English language teachers in Hong Kong as they undertook an action research project as part of their undergraduate teacher training programme. Grounded in a theory of teacher identity construction as both practice and discourse, the…

Investigating English Language Teacher Identity Trajectories at Mid-Career

ERIC Educational Resources Information Center

Martin, David Ray

2017-01-01

One of the biggest concerns educational institutions face is helping teachers fit into and adjust to the dynamics of the ever-changing teaching environment. What often remains a mystery is how the identity trajectories of mid-career teachers have contributed to their longevity in the field. Also important today is why teachers might choose to…

Designing the Ideal School as a Transformative Process: An Approach to Promoting Teacher Identity in Pre-Service Teachers

ERIC Educational Resources Information Center

Zur, Ayala; Ravid, Rachel

2018-01-01

This paper presents an approach to planning academic courses for pre-service teachers and for researching development of teacher identity. The approach was implemented in a course, conducted in an Israeli Master Teach program, designed to foster pre-service teacher identity transformation. The research described here addresses two questions: (1)…

The Identity (Re)Construction of Nonnative English Teachers Stepping into Native Turkish Teachers' Shoes

ERIC Educational Resources Information Center

Mutlu, Sevcan; Ortaçtepe, Deniz

2016-01-01

The present study explored the identity (re)construction of five nonnative English teachers who went to the USA on a prestigious scholarship for one year to teach their native language, Turkish. In that sense, it investigated how this shift from being a nonnative English teacher to a native Turkish teacher influenced their self-image,…

Integrating the teaching role into one's identity: a qualitative study of beginning undergraduate medical teachers.

PubMed

van Lankveld, T; Schoonenboom, J; Kusurkar, R A; Volman, M; Beishuizen, J; Croiset, G

2017-08-01

Beginning medical teachers often see themselves as doctors or researchers rather than as teachers. Using both figured worlds theory and dialogical self theory, this study explores how beginning teachers in the field of undergraduate medical education integrate the teacher role into their identity. A qualitative study was performed, involving 18 beginning medical teachers at a Dutch medical school. The teachers were interviewed twice and kept a logbook over a period of 7 months. The study shows that the integration of the teacher role into the teachers' identity was hampered by the idea that teaching is perceived by others as a low status occupation. Some teachers experienced significant tension because of this, while others showed resilience in resisting the negative associations that were thought to exist regarding teaching. The teachers used five different identity narratives in order to integrate the teacher role into their identity, in which the positions of teacher and doctor or researcher were found to be combined, adopted or rejected in diverse ways. The five identity narratives were: (1) coalition between the I-position of teacher and other I-positions; (2) no integration of the I-position of teacher: holding on to other I-positions; (3) construction of the I-position of teacher and other I-positions as opposites; (4) coalition between the I-position of teacher and a third position of coordinator; and (5) meta-position: trivialising the importance of status. These identity narratives offer starting points for supporting undergraduate teachers during their early professional years.

Rural Teacher Identity and Influencing Factors in Western China

ERIC Educational Resources Information Center

Mingren, Zhao; Shiquan, Fu

2018-01-01

The quality of rural teachers is a key factor affecting the quality of rural education. A better understanding of rural teachers is the basis for strengthening their development. It is possible to obtain a more holistic understanding of rural teachers' work and life through their identity. Based on a wealth of case-based information, rural teacher…

Disrupting ELL Teacher Candidates' Identities: Indigenizing Teacher Education in One Study Abroad Program

ERIC Educational Resources Information Center

Kasun, G. Sue; Saavedra, Cinthya M.

2016-01-01

In this article, the researchers describe and theorize the challenges and promises of exposing preservice teachers' identities to indigenous, critical second language teaching experiences in one study abroad program in Mexico. The eight teacher candidates who participated in this 4-week program were predominantly white, like the majority of…

Identity Discourse in Preservice Teachers' Science Learning Autobiographies and Science Teaching Philosophies

ERIC Educational Resources Information Center

Hsu, Pei-Ling; Reis, Giuliano; Monarrez, Angelica

2017-01-01

Research in science education has shown that one's identities as science learner and teacher can mediate their pedagogical practices. Grounded in the perspective that language is a resource for identity (re)construction (Gee, 2000), the present study sought to understand how preservice science teachers' identities were manifested in their…

Constructing a Critical Professional Identity among Teacher Candidates during Service-Learning

ERIC Educational Resources Information Center

Dvir, Nurit; Avissar, Ilana

2014-01-01

This article presents a case study of a service-learning programme designed to develop a critical professional identity among teacher candidates. The programme was held in a teacher education college in Israel over a four-year period, 2005-2008. The development of a critical professional identity is examined in relation to the post-structural…

Acting and Teacher Education: The BEING Model for Identity Development

ERIC Educational Resources Information Center

Ozmen, Kemal Sinan

2011-01-01

This study follows three pre-service teachers during three academic semesters in which they took an acting course for teachers and participated in practicum with a special focus on rehearsing and developing their teacher identities. In order to create the necessary context for them, an acting course for pre-service teacher education was designed…

Joint Development of Teacher Cognition and Identity through Learning to Teach L2 Pronunciation

ERIC Educational Resources Information Center

Burri, Michael; Chen, Honglin; Baker, Amanda

2017-01-01

The constructs of teacher cognition and teacher identity have recently gained considerable attention in second language teacher education research for their crucial roles in understanding teacher learning. While a number of current studies have examined the contributions of both constructs, the connections between cognition and identity are yet to…

Teacher Educator Identity Emerging within a Teacher Educator Collective

ERIC Educational Resources Information Center

Pinnegar, Stefinee; Murphy, M. Shaun

2011-01-01

Role theory is based in a conception of a social world wherein various roles are either available or made available and those participating in such worlds shape their identity according to the roles that are made available to them. In positioning theory, Haare and van Langenhove (1998) suggest that teachers are always in the process of…

Negotiating Contexts to Construct an Identity as a Mathematics Teacher

ERIC Educational Resources Information Center

Hodges, Thomas E.; Cady, Jo Ann

2012-01-01

The authors focused on 1 middle-grades mathematics teacher's identity and her efforts to implement standards-based instructional practices. As professionals, teachers participate in multiple professional communities and must negotiate and manage conflicting agendas. The authors analyze how the contexts of these communities influence the teacher's…

The Student Teacher Portfolio as Autobiography: Developing a Professional Identity.

ERIC Educational Resources Information Center

Antonek, Janis L.; And Others

1997-01-01

Argues that student teacher portfolios are a viable, effective, appropriate tool for documenting teacher growth and development and for promoting reflective practice. Traces the unique paths of two pre-service foreign language teachers who constructed a professional identity from the historical and cultural conditions of their classroom…

Research on Preservice Physical Education Teachers' and Preservice Elementary Teachers' Physical Education Identities: A Systematic Review

ERIC Educational Resources Information Center

Keating, Xiaofen D.; Shangguan, Rulan; Zhou, Ke; Fan, Yao; Liu, Jingwen; Harrison, Louis

2017-01-01

The purposes of this project were to conduct an overall review of research on preservice physical education (PE) teacher (referred to preservice PE teachers as preservice specialist) and/or preservice elementary teacher (referred to preservice elementary teachers as preservice generalist) PE identities and to identify any new trends in research on…

Identity Development of Preservice Elementary Teachers of Mathematics from Teacher Education Program to Student Teaching

ERIC Educational Resources Information Center

Kang, Hyun Jung

2012-01-01

Drawing on Lave and Wenger (1991) this study explores how preservice elementary teachers develop themselves as teachers of mathematics, in particular, from the time of their teacher education courses to their field experiences. This study also researches the critical experiences that contributed to the construction of their identities and their…

The Professional Identities of Mainstream Teachers of English Learners: A Discourse Analysis

ERIC Educational Resources Information Center

Martin, Adrian D.

2016-01-01

This qualitative study investigated the professional identities of four mainstream teachers of English learners (ELs). Four teachers in two school contexts (urban and suburban) were interviewed five times and observed during formal instruction four times. Adopting a sociocultural perspective on identity, the study employed discourse analysis to…

Update Your Status: Exploring Pre-Service Teacher Identities in an Online Discussion Group

ERIC Educational Resources Information Center

Lu, Yolanda; Curwood, Jen Scott

2015-01-01

A substantial body of research indicates that a teacher's identity is an essential aspect of their professional practice. As this body of research grows, researchers have increasingly sought to investigate the nature of pre-service teacher identities. This paper reports on a study that examined identities in the context of a pre-service cohort's…

Illuminating the Identities of Mathematics Teachers and Mathematics Teacher Educators

ERIC Educational Resources Information Center

Johnson, Kate R.

2013-01-01

This dissertation builds on research about teacher identities (e.g., Agee, 2004; Sumara & Luce-Kapler, 1996; Ronfeldt & Grossman, 2008), teaching mathematics for social justice (e.g., Felton, 2010; Gutstein, 2006; Skovsmose, 1985; Stinson & Wager, 2012) and learning to teach mathematics for social justice (e.g., Gau, 2005; Gonzalez,…

Developing a Professional Identity as an Elementary Teacher of Nature of Science: A self-study of becoming an elementary teacher

NASA Astrophysics Data System (ADS)

Akerson, Valarie L.; Pongsanon, Khemmawadee; Weiland, Ingrid S.; Nargund-Joshi, Vanashri

2014-08-01

This study explores the development of professional identity as a teacher of nature of science (NOS). Our research question was 'How can a teacher develop a professional identity as an elementary teacher of NOS?' Through a researcher log, videotaped lessons, and collection of student work, we were able to track efforts in teaching NOS as part of regular classroom practice. A team of four researchers interpreted the data through the Beijaard et al. professional identity framework and found that it was not as simple and straightforward to teach NOS as we predicted. Development of professional identity as a teacher of NOS was influenced by contextual factors such as students, administration, and time, as well as personal struggles that were fraught with emotion. Development took place through an interpretation and reinterpretation of self through external factors and others' perceptions, as well as the influence of sub-identities.

Trajectories of Identity Formation Modes and Their Personality Context in Adolescence.

PubMed

Topolewska-Siedzik, Ewa; Cieciuch, Jan

2018-04-01

Identity formation is a dynamic process during adolescence. Trajectories of identity formation were assessed longitudinally in early and middle adolescents, taking into account the personality underpinnings of this process. Identity formation was conceptualized according to the circumplex of identity formation modes. The model distinguishes basic modes rooted in Marcia's categories of exploration and commitment. Plasticity and stability, the two higher order Big Five meta-traits, were used to assess personality underpinnings. This study includes five measurement waves over 1.5 years and involves 1,839 Polish participants; 914 early adolescents (53.9% girls) and 925 middle adolescents (63.8% girls). The results suggest that (1) the four identity formation modes change dynamically, showing linear and curvilinear growth and that (2) identity formation mode trajectories are more dynamic in middle adolescence than in early adolescence. The results also showed that, in the conditional model, (3) the higher-order personality factors and gender affect the growth factors of identity formation modes. Overall, trajectories of identity formation modes are more linear during early adolescence and more curvilinear during middle adolescence. The initial levels in identity trajectories are influenced by the personality metatraits but only plasticity is related to change among early adolescents.

Understanding Higher Education-Based Teacher Educators' Identities in Hong Kong: A Sociocultural Linguistic Perspective

ERIC Educational Resources Information Center

Yuan, Rui

2016-01-01

While teacher educator identities have received increasing attention over the past decade, there is a lack of research on teacher educators' professional identities in the complex and shifting higher education contexts. Informed by the sociocultural linguistic perspective, this study investigates two language teacher educators' professional…

Primary Grades Teachers' Teacher Identities and Teaching Practices in the United States and Japanese Mathematics Classrooms

ERIC Educational Resources Information Center

Johns, Kyoko Maeno

2009-01-01

The research supports the contentions that teachers' beliefs influence classroom practice and student achievement. Although research has been done to examine teachers' beliefs and classroom practice, limited research has investigated how one's culture and community affect teacher identity and mathematics classroom practice. The development over…

Developing a Professional Identity as an Elementary Teacher of Nature of Science: A Self-Study of Becoming an Elementary Teacher

ERIC Educational Resources Information Center

Akerson, Valarie L.; Pongsanon, Khemmawadee; Weiland, Ingrid S.; Nargund-Joshi, Vanashri

2014-01-01

This study explores the development of professional identity as a teacher of nature of science (NOS). Our research question was "How can a teacher develop a professional identity as an elementary teacher of NOS?" Through a researcher log, videotaped lessons, and collection of student work, we were able to track efforts in teaching NOS as…

Professional Standards, Teacher Identities and an Ethics of Singularity

ERIC Educational Resources Information Center

Clarke, Matthew; Moore, Alex

2013-01-01

This paper offers a critical analysis of the education policy move towards teacher professional standards. Drawing on Lacan's three registers of the psyche (real, imaginary and symbolic), the paper argues that moves towards codification (and domestication) of teachers' work and identities in standardized (and sanitized) forms, such as the…

"It's Very Complicated" Exploring Heritage Language Identity with Heritage Language Teachers in a Teacher Preparation Program

ERIC Educational Resources Information Center

Cho, Hyesun

2014-01-01

Despite the proliferation of research in heritage language (HL) education, pedagogically based research that examines teacher education practice for promoting critical reflection of HL teachers is sparse. This article describes how preservice teachers working in community-based HL schools changed their views of HL identity during their…

Professional Identity and Burnout among Pre-School, Elementary, and Post-Elementary School Teachers in Israel

ERIC Educational Resources Information Center

Fisherman, Shraga

2015-01-01

The novelty of the present study is its attempt to distinguish between pre-school, elementary, and post-elementary school teachers, regarding the relationship between professional identity and burnout. Two hundred and forty teachers responded to two questionnaires: professional identity and teacher burnout scales. Pre-school teachers were found to…

Teacher Transformation: An Exploration of Science Teachers' Changing Professional Identities, Knowledge, and Classroom Practices

NASA Astrophysics Data System (ADS)

Whitacre, Michelle Phillips

This qualitative, multiple case study examines five teachers' experiences with a National Science Foundation-funded professional development (PD) program focused on science literacy. Using a three dimensional conceptual framework combining transformative learning theory, communities of practice, and sociocultural conceptions of identity it explores: the ways the "Science Literacy through Science Journalism" (SciJourn) project built professional community and influenced teacher learning; the influence of the project on participating science teachers' professional identities, knowledge, and classroom practices; and the ways teachers were or were not transformed by participation in the project. To this end, data from surveys and phenomenological interviews were analyzed through qualitative textual analysis and narrative analysis. Four of the teachers experienced a change in their stories to live by, aka, an identity shift. Three predominant themes emerged across these cases. These included a changed conceptualization of science literacy, the importance of student engagement and authenticity, and the value of SciJourn's professional development and community. The changed conceptualization of science literacy was particularly salient as it challenged these teachers' assumptions, led them to rethink how they teach science literacy, and also influenced them to re-evaluate their teaching priorities beyond the PD. Consequently, this study concludes that PD efforts should focus as much, or more, on influencing teachers' ideas regarding what and how they teach and less on teaching strategies. A close comparison between two teachers' diverging experiences with the program showed that student engagement played a significant role in teachers' perceptions of the value of project, suggesting that whether or not teachers sustain a new practice is closely tied to their students' feedback. Additionally, this analysis showed that a teacher's individualized needs and sense of efficacy

An Investigation on the Relationship between Prospective Teachers' Early Teacher Identity and Their Need for Cognition

ERIC Educational Resources Information Center

Arpaci, Dilara; Bardakçi, Mehmet

2016-01-01

Investigating the relationship between them can reveal important implications vital for classroom practice in teacher education institutions. Therefore, this study investigated the relationship between pre-service teachers' early teacher identity and their need for cognition. The research data was collected with the sample which consists of 449…

Identity Formation of Teacher-Mentors: An Analysis of Contrasting Experiences Using a Wengerian Matrix Framework

ERIC Educational Resources Information Center

Kwan, Tammy; Lopez-Real, Francis

2010-01-01

In order to understand the process of identity formation in a community of practice, Wenger (2002) proposes a matrix framework whereby three qualities (connectedness, expansiveness and effectiveness) are matched against three modes of belonging (engagement, imagination and alignment). In this paper we use this framework to analyse the experiences…

Filling Gaps and Expanding Spaces--Voices of Student Teachers on Their Developing Teacher Identity

ERIC Educational Resources Information Center

Fraser, William J.

2018-01-01

It has often been said that any student engagement that is poorly monitored during teaching practice (TP) will not necessarily contribute much to their professional development and teacher identity. This applies specifically to initial undergraduate teacher training. This concern became the main focus of the study on which this article is…

EFL Teachers' Identity (Re)Construction as Teachers of Intercultural Competence: A Language Socialization Approach

ERIC Educational Resources Information Center

Ortaçtepe, Deniz

2015-01-01

Adapting Norton's (2000) notion of investment as an analytical lens along with thematic analysis, this longitudinal/narrative inquiry explores how 2 EFL teachers' language socialization in the United States resulted in an identity (re)construction as teachers of intercultural competence. Baris and Serkan's language socialization in the United…

The Influence of Field Teaching Practice on Pre-service Teachers' Professional Identity: A Mixed Methods Study.

PubMed

Zhao, Hongyu; Zhang, Xiaohui

2017-01-01

The current study used mixed methods to research pre-service teachers' professional identity. Ninety-eight pre-service teachers were investigated and twelve teachers were interviewed in China. The results were as follows: (1) The results of quantitative data showed that compared with before the field teaching practice, pre-service teachers' professional identity increased after the field teaching practice-specifically, intrinsic value identity increased, and extrinsic value identity did not significantly change; (2) The results of qualitative data validated and elaborated the results of quantitative data in more detail with regard to changes in professional identity. Specifically, compared with before the field teaching practice, intrinsic value identity including work content, work pattern, etc., increased and extrinsic value identity including work environment, income, and social status, etc., did not significantly change after experiencing teaching practice; (3) The results of qualitative data also showed that mentor support at field school promoted the development of pre-service teachers' professional identity. Moreover, the development of pre-service teachers' professional identity during field teaching practice further promoted their professional commitment; that is, it promoted their emotional evaluation and belief in the teaching profession. The study discussed these results and proposed solutions and suggestions for future studies.

Developing a Teacher Identity in the University Context: A Systematic Review of the Literature

ERIC Educational Resources Information Center

van Lankveld, Thea; Schoonenboom, Judith; Volman, Monique; Croiset, Gerda; Beishuizen, Jos

2017-01-01

This literature review summarises the growing body of literature discussing teacher identities of university teachers. The aim was to understand what strengthens or constrains the development of a teacher identity. A qualitative synthesis of 59 studies was carried out. The review showed that several factors contribute to the development of teacher…

Looking Like a Teacher: Fashioning an Embodied Identity through "Dressage"

ERIC Educational Resources Information Center

Rutherford, Vanessa; Conway, Paul F.; Murphy, Rosaleen

2015-01-01

This article makes a case for bringing in the body from the margins of research on teacher education. In doing so, it considers the personal and socio cultural issues reported by seventeen pre-service teachers (PSTs), who are part of a one-year post graduate diploma in post-primary teaching, when learning to embody and fashion teacher identity.…

Enabling/Disabling English Teachers' Identities as Innovative Professionals

ERIC Educational Resources Information Center

Kempe, Elspeth; Reed, Yvonne

2014-01-01

In the extensive literature on teacher professional development, very little attention has been paid to the role of post-graduate study groups, or to the role of on-going professional conversations, in constituting and sustaining teachers' identities as innovative professionals. The purpose of this article is to suggest that on-going…

Discovering Aspects of Teacher Identity through Volunteering in the Noncredit ESL Classroom

ERIC Educational Resources Information Center

Jurkunas, Lina

2015-01-01

As many scholars in the field of TESOL (Danielewicz, 2001; Harlow & Cobb, 2014; Kanno & Stuart, 2011) point out, the development of teacher identity is an ongoing, multifaceted process. Thus, quite frequently, novice teachers feel as though they take on a role when they are in the classroom, as opposed to fully embodying an identity of a…

A storied-identity analysis approach to teacher candidates learning to teach in an urban setting

NASA Astrophysics Data System (ADS)

Ibourk, Amal

While many studies have investigated the relationship between teachers' identity work and their developing practices, few of these identity focused studies have honed in on teacher candidates' learning to teach in an urban setting. Drawing upon narrative inquiry methodology and a "storied identity" analytic framework, I examined how the storied identities of science learning and becoming a science teacher shape teacher candidates' developing practice. In particular, I examined the stories of three interns, Becky, David, and Ashley, and I tell about their own experiences as science learners, their transitions to science teachers, and the implications this has for the identity work they did as they navigated the challenges of learning to teach in high-needs schools. Initially, each of the interns highlighted a feeling of being an outsider, and having a difficult time becoming a fully valued member of their classroom community in their storied identities of becoming a science teacher in the beginning of their internship year. While the interns named specific challenges, such as limited lab materials and different math abilities, I present how they adapted their lesson plans to address these challenges while drawing from their storied identities of science learning. My study reveals that the storied identities of becoming a science teacher informed how they framed their initial experiences teaching in an urban context. In addition, my findings reveal that the more their storied identities of science learning and becoming a science teacher overlapped, the more they leveraged their storied identity of science learning in order to implement teaching strategies that helped them make sense of the challenges that surfaced in their classroom contexts. Both Becky and Ashley leveraged their storied identities of science learning more than David did in their lesson planning and learning to teach. David's initial storied identity of becoming a science teacher revealed how he

Cognitive-Processing Bias in Chinese Student Teachers with Strong and Weak Professional Identity.

PubMed

Wang, Xin-Qiang; Zhu, Jun-Cheng; Liu, Lu; Chen, Xiang-Yu

2017-01-01

Professional identity plays an important role in career development. Although many studies have examined professional identity, differences in cognitive-processing biases between Chinese student teachers with strong and weak professional identity are poorly understood. The current study adopted Tversky's social-cognitive experimental paradigm to explore cognitive-processing biases in Chinese student teachers with strong and weak professional identity. Experiment 1 showed that participants with strong professional identity exhibited stronger positive-coding bias toward positive profession-related life events, relative to that observed in those with weak professional identity. Experiment 2 showed that participants with strong professional identity exhibited greater recognition bias for previously read items, relative to that observed in those with weak professional identity. Overall, the results suggested that participants with strong professional identity exhibited greater positive cognitive-processing bias relative to that observed in those with weak professional identity.

"But I'm a Language Teacher!" Dual Immersion Teacher Identities in a Complex Policy Context

ERIC Educational Resources Information Center

Chesnut, Colleen

2015-01-01

This qualitative study examined dual immersion teachers' identities as they engaged in policy implementation within their school, collaborating in professional learning communities (PLC) with one-way immersion teachers. Data derived from participant observation, interviews, and interpersonal process recall were analyzed through a theoretical lens…

Phenomenological Analysis of Professional Identity Crisis Experience by Teachers

ERIC Educational Resources Information Center

Sadovnikova, Nadezhda O.; Sergeeva, Tamara B.; Suraeva, Maria O.

2016-01-01

The topicality of the problem under research is predetermined by the need of psychology and pedagogy for the study of the process of professional identity crisis experience by teachers and development of a system of measures for support of teachers' pedagogical activity and professional development. The objective of the study is to describe the…

Exploring positioning as an analytical tool for understanding becoming mathematics teachers' identities

NASA Astrophysics Data System (ADS)

Skog, Kicki; Andersson, Annica

2015-03-01

The aim of this article is to explore how a sociopolitical analysis can contribute to a deeper understanding of critical aspects for becoming primary mathematics teachers' identities during teacher education. The question we ask is the following: How may power relations in university settings affect becoming mathematics teachers' subject positioning? We elaborate on the elusive and interrelated concepts of identity, positioning and power, seen as dynamic and changeable. As these concepts represent three interconnected parts of research analysis in an on-going larger project data from different sources will be used in this illustration. In this paper, we clarify the theoretical stance, ground the concepts historically and strive to connect them to research analysis. In this way, we show that power relations and subject positioning in social settings are critical aspects and need to be taken seriously into account if we aim at understanding becoming teachers' identities.

Looking the Tiger in the Eye: Overcoming Fear-Based Teacher Identities

ERIC Educational Resources Information Center

Wegwert, Joseph C.

2014-01-01

There has been a growing interest in and research on the construction of teachers' professional identity and parameters of practice among researchers worldwide. This piece examines the nature of teachers' perceptions about their professionalism and practice. It also explores teacher isolation stemming from assumptions related to…

Mobilising Community? Place, Identity Formation and New Teachers' Learning

ERIC Educational Resources Information Center

Somerville, Margaret; Rennie, Jennifer

2012-01-01

This paper analyses data from a longitudinal study which foregrounds the category of "place" to ask: How do new teachers learn to do their work, and how do they learn about the places and communities in which they begin teaching? Surveys and ethnographic interviews were carried out with 35 new teachers over a three-year period in a…

Fostering solidarity and transforming identities: A collaborative approach to elementary science teacher education

NASA Astrophysics Data System (ADS)

Siry, Christina A.

This study explores the use of coteaching and cogenerative dialogue in pre-service elementary teacher education, and the ways in which collaborating to share responsibility for learning and teaching can afford the development of solidarity and new teachers' identity transformations. Specifically, the research detailed in this dissertation focuses on learning to teach science in a field-based methods course taught partially on a college campus and partially in an urban elementary school. I used critical ethnography guided by the theoretical frameworks of cultural sociology and the sociology of emotions. The lens of phenomenology provided the contextual aspects of the individual experience, and design experiment was utilized as the research unfolded, affording continual redesign of the work. Issues of identity and group membership are central to this research, and I have explored connections between the emergence of solidarity within a group of teachers and the individual identity transformations supported through a collective sense of belonging. A key component of this study was an analysis of the co-responsibility nurtured through coteaching and cogenerative dialogue, and thus the dialectical relationship between the individual and the collective is critical to this research. At the individual level, I examined identity development, and individual participation in a field-based methods course. At the collective level, I considered the ways that participants form collective identities and group solidarity. Two of the chapters of my dissertation are coauthored with students, as I have sought to dismantle teacher-student hierarchies and replace them with complex relationships supported through polysemic and polyphonic approaches to research. In examining identity and solidarity as they emerged from this approach, I make the following contributions to science teacher education; (1) identify resources and practices in elementary science teaching that surface in a

Cognitive-Processing Bias in Chinese Student Teachers with Strong and Weak Professional Identity

PubMed Central

Wang, Xin-qiang; Zhu, Jun-cheng; Liu, Lu; Chen, Xiang-yu

2017-01-01

Professional identity plays an important role in career development. Although many studies have examined professional identity, differences in cognitive-processing biases between Chinese student teachers with strong and weak professional identity are poorly understood. The current study adopted Tversky’s social-cognitive experimental paradigm to explore cognitive-processing biases in Chinese student teachers with strong and weak professional identity. Experiment 1 showed that participants with strong professional identity exhibited stronger positive-coding bias toward positive profession-related life events, relative to that observed in those with weak professional identity. Experiment 2 showed that participants with strong professional identity exhibited greater recognition bias for previously read items, relative to that observed in those with weak professional identity. Overall, the results suggested that participants with strong professional identity exhibited greater positive cognitive-processing bias relative to that observed in those with weak professional identity. PMID:28555123

Inquiry Identity and Science Teacher Professional Development

ERIC Educational Resources Information Center

Bryce, Nadine; Wilmes, Sara E. D.; Bellino, Marissa

2016-01-01

An effective inquiry-oriented science teacher possesses more than the skills of teaching through investigation. They must address philosophies, and ways of interacting as a member of a group of educators who value and practice science through inquiry. Professional development opportunities can support inquiry identity development, but most often…

Under Construction: Undergraduates' Perceptions of Their Music Teacher Role-Identities

ERIC Educational Resources Information Center

Draves, Tami J.

2014-01-01

The purpose of this research was to explore how participants perceived themselves as preservice music teachers. Bouij's (1998) salient role-identities in music education served as an a priori theoretical framework. By investigating participants' perceptions of role-identity, some of the socialization processes that contributed to identity…

Identity configurations: a new perspective on identity formation in contemporary society.

PubMed

Schachter, Elli P

2004-02-01

This paper deals with the theoretical construct of "identity configuration." It portrays the different possible ways in which individuals configure the relationship among potentially conflicting identifications in the process of identity formation. In order to explicate these configurations, I analyzed narratives of identity development retold by individuals describing personal identity conflicts that arise within a larger context of sociocultural conflict. Thirty Jewish modern orthodox young adults were interviewed regarding a potentially conflictual identity issue (i.e. their religious and sexual development). Their deliberations, as described in the interviews, were examined, and four different configurations were identified: a configuration based on choice and suppression; an assimilative and synthesizing configuration; a confederacy of identifications; and a configuration based on the thrill of dissonance. The different configurations are illustrated through exemplars, and the possible implications of the concept of "configuration" for identity theory are discussed.

An Exploration of Teachers' Efforts to Understand Identity Work and its Relevance to Science Instruction

NASA Astrophysics Data System (ADS)

Smith, M. Cecil; Darfler, Anne

2012-06-01

US educators express concern that students are turning away from the study of science and have little interest in pursuing science careers. Nationally, science achievement scores for 8th graders are unchanged since 1996, but 12th graders' scores have significantly decreased. A shortcoming of education reform efforts is lack of attention to students' developmental needs. Science study should enable students to learn about themselves—to develop and refine their skills, define their values, explore personal interests, and understand the importance of science to themselves and others. Effective secondary science instruction requires attention to students' identity development—the key developmental task of adolescence. Secondary science teachers participated in an 8-week course focused on understanding adolescent identity development and methods for addressing identity. Transcripts of the teachers' online discussions of salient issues were analyzed to determine their perceptions regarding classroom identity work. Teachers identified several assets and obstacles to identity work that were organized into two broad categories: teacher knowledge, training opportunities, and administrative support, or lack of these; and, presence of inflexible curricula, standardized testing regimes, and increased teacher accountability. Implications for student growth and science teacher professional development are discussed.

Investigating the Relationship between Multiple Intelligences and Professional Identity of Iranian EFL Teachers

ERIC Educational Resources Information Center

Alaee, Mitra

2015-01-01

The main purpose of the study was to investigate the relationship between Iranian EFL teachers' Professional Identity and their types of Multiple Intelligences. Moreover, it aimed to see the extent to which their multiple intelligences can predict their professional identity. The participants of the study were 137 Iranian EFL teachers teaching in…

Betting the House: Teacher Investment, Identity, and Attrition in Urban Schools

ERIC Educational Resources Information Center

Dunn, Alyssa Hadley; Downey, C. Aiden

2018-01-01

This study explores the impetus for and impact of four urban teachers' extracurricular investments. Framing teacher investment as work voluntarily undertaken with an eye toward bringing about a highly desired, yet highly uncertain, end, we argue that the outcome of these often-hidden investments have identity and career implications for teachers.…

The Development of University Teachers' Professional Identity: A Dialogical Study

ERIC Educational Resources Information Center

Scartezini, Raquel Antunes; Monereo, Carles

2018-01-01

This study investigated whether changes can occur on indicators of teachers' professional identity (TPI) when teachers and students share representations about what happens in class during an academic term. TPI is a process of constant negotiation between the different I-positions of teachers at the personal, social and cultural levels. The main…

Negotiating Academic Teacher Identity Shifts during Higher Education Contextual Change

ERIC Educational Resources Information Center

McNaughton, Susan Maree; Billot, Jennie

2016-01-01

Higher education teachers' roles and identities are constantly shifting in response to contextual change. Pedagogy, values, and professional and personal narratives of self are all affected, particularly by technological change. This paper explores the role and identity shifts of academics during the introduction of large-class videoconferencing.…

Primary Teacher Identity, Commitment and Career in Performative School Cultures

ERIC Educational Resources Information Center

Troman, Geoff

2008-01-01

The research reported here maps changes in primary teachers' identity, commitment and perspectives and subjective experiences of occupational career in the context of performative primary school cultures. The research aimed to provide in-depth knowledge of performative school culture and teachers' subjective experiences in their work of teaching.…

Professional identity and pedagogical discontentment in high school science teachers participating in a professional development institute

NASA Astrophysics Data System (ADS)

Hathcock, Stephanie J.

Although science teachers regularly participate in PD experiences involving reform-based practices, even our best teachers struggle to change their teaching practices to coincide with these pedagogics, and when they do change, it occurs at differential rates. The aim of this study was to better understand teachers' self-systems by analyzing their experiences in a PD institute program through the lens of professional identity. This multiple case study involved five high school science teachers participating in a summer PD initiative. Data were collected through interviews, written reflections and exploration and commitment cards, and a scale designed to capture participants' perceived level of pedagogical discontentment, or unease with teaching practices (Southerland, et al., 2012). Data were analyzed using the Theoretical Model of Professional Identity (Kaplan, et al., 2012), which highlights the dynamic interplay of teachers' self-perceptions, beliefs, purposes, and practices. Data were also analyzed for pedagogical discontentment, and the two were compared. Analysis led to patterns of change in professional identities, triggers for changes to professional identities, insights into perceptions of pedagogical discontentment, and ultimately, the potential relationship between professional identity and pedagogical discontentment. The model of professional identity served to capture teachers' experience of the PD, including tensions that arose as they began to explore portions of their professional identity. Pedagogical discontentment served to assist in better problematizing portions of the participants' professional identities, and assisted in identifying tensions and potential changes in less elaborative interviewees. However, the professional identity model was better able to capture the underlying causes of discontentment and planning associated with alleviating discontent. These emergent models can provide conceptual tools for future use, as well as guide

Singaporean Pre-Service Music Teachers' Identities, Motivations and Career Intentions

ERIC Educational Resources Information Center

Bennett, Dawn; Chong, Eddy K. M.

2018-01-01

This article explores pre-service music teachers' professional identities during pre-service training. Its focus is a student cohort whose studies are funded by the Singaporean Ministry of Education in return for a commitment--a teaching bond or contract--to work as teachers in schools. An overview of pre-service teacher education and the…

School sports and identity formation: socialisation or selection?

PubMed

Pot, Niek; Schenk, Niels; van Hilvoorde, Ivo

2014-01-01

It seems common knowledge that school sport participation leads to all kinds of social, educational and health outcomes. However, it may also be that students with a certain predisposition, sometimes referred to as sporting habitus, are more inclined to participate in school sports and that the 'outcomes' were already present before participation. Several studies indicated that identity formation mediates between sport participation and the outcomes described. Therefore, a longitudinal survey study was used to investigate whether participation in an elementary school sport competition brought about changes in the formation of sport identity and student identity of students. The results of the study showed that participation in the competition was not related to changes in the sport identity and student identity of the children. In contrast to commonplace assumptions about the socialising effects of school sport participation, the results indicate that participating in this school sport competition did not influence the student identity and sport identity of children. It may be that a selected, predisposed group of children with a strong sport identity participates in school sports, although future research is necessary to test this hypothesis.

Teachers of Color Creating and Recreating Identities in Suburban Schools

ERIC Educational Resources Information Center

Lee, Vera J.

2013-01-01

In this qualitative study, I explored the socialization experiences of eight teachers in two suburban high schools, and how they described their in-school identities. The findings from the study revealed how the participants constructed their identities differently for reasons that included wanting to deflect particular stereotypic images of their…

Undergraduate Double Majors' Perceptions of Performer and Teacher Identity Development

ERIC Educational Resources Information Center

Sieger, Crystal

2016-01-01

The purpose of this research was to investigate music performer/music teacher identity by examining double majors in various stages of their programs of study aspiring to become a performer and music educator. Unlike their single-major peers, double majors cope with additional challenges as they simultaneously develop both identities, determining…

Whiteness and National Identity: Teacher Discourses in Australian Primary Schools

ERIC Educational Resources Information Center

Walton, Jessica; Priest, Naomi; Kowal, Emma; White, Fiona; Fox, Brandi; Paradies, Yin

2018-01-01

The study examines how white teachers talked to children about national identity and cultural diversity by drawing on qualitative research with eight- to 12-year-old students and their teachers from four Australian primary schools with different racial, ethnic and cultural demographics. Despite a range of explicit and implicit approaches that…

Developing Identities and Attitudes in Musicians and Classroom Music Teachers

ERIC Educational Resources Information Center

Hargreaves, David J.; Purves, Ross M.; Welch, Graham F.; Marshall, Nigel A.

2007-01-01

Background: The Western classical training of many secondary music specialist teachers may be inappropriate for the demands of the contemporary secondary school classroom, leading to a conflict between their self-concepts as "musicians" and as "teachers". Aims: To undertake a short-term longitudinal comparison of the developing identities and the…

Intersections between immigration, language, identity, and emotions: a science teacher candidate's journey

NASA Astrophysics Data System (ADS)

Rivera Maulucci, Maria S.

2008-04-01

This study reports a subset of findings from a larger, ongoing study aimed at exploring interactions between teacher identity, learning, and classroom practices in a social justice teacher education program at a selective liberal arts college in New York. This case-study explores the journey of Elena, as an immigrant, a student, and a pre-service teacher candidate towards becoming a social justice educator. Elena reflects upon her school language experiences as an immigrant youth, her learning in a social justice teacher education program, and her field experiences in an international high school. The analysis spans macro-, meso-, and microlevels to explore the ways globalization, particularly immigration, as well as schooling policies for English language learners interact with aspects of Elena's core identity, particularly in school settings. The findings show some of the ways language and literacy verified and/or denied aspects of Elena's core identity; specific instances where second language proficiency was cast as power and privilege versus disadvantage according to ethnic, language, and class categorizations; and the struggles Elena, and other immigrant youth may face given the focus on English language acquisition and high stakes accountability in schools, at the expense of students' primary language proficiency and affirmation of core identity markers.

Conceptualizing Teacher Identity as a Complex Dynamic System: The Inner Dynamics of Transformations during a Practicum

ERIC Educational Resources Information Center

Henry, Alastair

2016-01-01

Currently, the inner dynamics of teacher identity transformations remain a "black box." Conceptualizing preservice teacher identity as a complex dynamic system, and the notion of "being someone who teaches" in dialogical terms as involving shifts between different teacher voices, the study investigates the dynamical processes…

Issues of Teacher Identity in a Restructuring Australian Vocational Education and Training (VET) System.

ERIC Educational Resources Information Center

Chappell, Clive

2001-01-01

Recent change discourses on skill development, new vocationalism, and economic rationalism imply a need for new teacher knowledge, skills, and practices. These discourses construct a new professional identity for vocational teachers that competes with traditional identities and limits the goals of technical and further education in Australia to…

Just like my nanny: troubling teacher's social identities in the classroom

NASA Astrophysics Data System (ADS)

Tan, Edna

2013-06-01

Teacher-researcher narrative accounts are essential and insightful for the science education field, yet they are few and far-between. In this forum, I engage in dialogue with Nicole Grimes's auto-ethnographic narrative on the affordances her femme-Carribean identity allowed for some students to engage more deeply in science. While I agree with and applaud Grimes's reflection on how her perceived social identity had positive effects on some students' engagement in science, I trouble the notion of such a social identity being framed solely as an asset to student learning by examining the power dynamics inherent in the enacted nanny-child relationship. I also propose the need for deeper analyses on how a teacher's social identity can impact students' learning experiences in the science classroom by looking at how the boundaries of the science classroom are redefined and what additional resources are recruited that can foster deeper engagement.

Exploring Positioning as an Analytical Tool for Understanding Becoming Mathematics Teachers' Identities

ERIC Educational Resources Information Center

Skog, Kicki; Andersson, Annica

2015-01-01

The aim of this article is to explore how a sociopolitical analysis can contribute to a deeper understanding of critical aspects for becoming primary mathematics teachers' identities during teacher education. The question we ask is the following: How may power relations in university settings affect becoming mathematics teachers' subject…

Cultural Identity in Teaching across Borders: Mainland Chinese Pre-Service Teachers in Hong Kong

ERIC Educational Resources Information Center

Gu, Mingyue Michelle

2013-01-01

This study explores transformations in the cultural identities of a group of pre-service teachers from mainland China during their educational experiences in Hong Kong, and how these transformations subsequently impact their professional identity. Individual and focus group interviews were conducted with 16 cross-border pre-service teachers from a…

"Oh! Who Is Me"? Conceiving of the Writer in the English Teacher Identity

ERIC Educational Resources Information Center

Frawley, Emily

2015-01-01

This paper considers the identity of the English teacher, paying particular attention to the English teacher who is also a writer, or, "teacher-writer". Applying a degree of self-study, the author examines her own pathway into becoming an English teacher, noting that entry requirements to become an English teacher in Australia show a…

Issues of Motivation and Identity Positioning: Two Teachers' Motivational Practices for Engaging Immigrant Children in Learning Heritage Languages

ERIC Educational Resources Information Center

Kim, Jung-In

2017-01-01

This study investigates two Korean heritage language teachers' motivational practices in relation to their identity positioning as heritage language (HL) teachers. Constant-comparative analyses of teachers' interviews and classroom practices showed that the two teachers' identity positioning as HL teachers was partially shaped by their earlier…

Women Teachers in Hong Kong: Stories of Changing Gendered Identities

ERIC Educational Resources Information Center

Luk-Fong, Yuk Yee Pattie; Brennan, Marie

2010-01-01

In a time of mass schooling in most parts of the world, the discourse of the "woman primary teacher" is often the subject of discourse. Yet most stories of these women teachers emerge from other (Western) contexts, with little known about how changing education processes affect the gendered identities of women in other cultural settings.…

The formation of professional identity in medical students: considerations for educators.

PubMed

Goldie, John

2012-01-01

Medical education is about more than acquiring an appropriate level of knowledge and developing relevant skills. To practice medicine students need to develop a professional identity--ways of being and relating in professional contexts. This article conceptualises the processes underlying the formation and maintenance of medical students' professional identity drawing on concepts from social psychology. A multi-dimensional model of identity and identity formation, along with the concepts of identity capital and multiple identities, are presented. The implications for educators are discussed. Identity formation is mainly social and relational in nature. Educators, and the wider medical society, need to utilise and maximise the opportunities that exist in the various relational settings students experience. Education in its broadest sense is about the transformation of the self into new ways of thinking and relating. Helping students form, and successfully integrate their professional selves into their multiple identities, is a fundamental of medical education.

"I Am Not a Babysitter": A Case Study of Five Chinese Mainland Early Childhood Teachers' Identity

ERIC Educational Resources Information Center

Zhang, Limin; Yu, Shulin

2017-01-01

Although studies on teacher identity have proliferated in recent years, and examinations of the said topic have been conducted under various educational contexts, limited focus has been given to teacher identity in the early childhood educational context. Drawing upon data from semi-structured interviews with five early childhood teachers, this…

Silenced Truths: Relational and Emotional Dimensions of a Beginning Teacher's Identity as Part of the Micropolitical Context of School

ERIC Educational Resources Information Center

Uitto, Minna; Kaunisto, Saara-Leena; Syrjälä, Leena; Estola, Eila

2015-01-01

This article focuses on teacher identity. Based on two small stories told in a peer group by a beginning teacher, we ask: How does a beginning teacher tell about her identity as part of the micropolitical context of school? Theoretically and methodologically, the research is committed to a narrative approach in understanding teacher identity. The…

Considering Professional Identity to Enhance Agriculture Teacher Development

ERIC Educational Resources Information Center

Shoulders, Catherine W.; Myers, Brian E.

2011-01-01

The professional identity secondary agriculture teachers display can affect their receptiveness and interest in different professional development events, yet is often overlooked when designing professional development because it is not included in the consensus of proven methods of professional development design and delivery (Desimone, 2009).…

Teacher Self-Identity: A Narrative Inquiry into the Lives of Teachers and the Influences on Their Interactions with Students

ERIC Educational Resources Information Center

Reid, Hannah

2017-01-01

New teachers are supported extensively while participating in teacher training programs and during the first years of teaching. During this time, there are opportunities for the new teacher to explore their self-identity and determine how they will interact with students in the classroom. As teachers enter the later years of their careers and are…

Becoming Music-Making Music Teachers: Connecting Music Making, Identity, Wellbeing, and Teaching for Four Student Teachers

ERIC Educational Resources Information Center

Pellegrino, Kristen

2015-01-01

The purpose of this descriptive case study was to examine the developing music teacher identity of four student music teachers by exploring the meanings of music making and the intersections of music making and teaching. Participants all had dual student teaching placements: elementary general music and secondary band. Data were generated through…

Meet the Phallic Teacher: Designing Curriculum and Identity in a Neoliberal Imaginary

ERIC Educational Resources Information Center

McKnight, Lucinda

2016-01-01

This paper introduces the concept of the phallic teacher, a spectral figure negotiated in teachers' everyday work and in school-based disciplinary communities of practice. Reporting the findings of a 3-year Australian doctoral study completed in 2014, the paper looks closely at how English teachers design both curriculum and identity in an…

Elementary Teacher Use of Formative Assessment

ERIC Educational Resources Information Center

Cotton, Donna McLamb

2013-01-01

This dissertation was designed to examine elementary teacher use of formative assessment and the impact formative assessment may have on student achievement as measured by benchmark assessments. The study was conducted in a school district in northwestern North Carolina. The teachers in this study have had NCFALCON training in the use of formative…

Committed White Male Teachers and Identifications: Toward Creative Identifications and a "Second Wave" of White Identity Studies

ERIC Educational Resources Information Center

Jupp, James C.; Slattery, G. Patrick, Jr.

2010-01-01

Committed White male teachers of inner-city students seeks to supersede previous research on White teacher and other White identities by narrating respondents' "creative identifications" and initiating a "second wave" of White identity studies. This research reflection articulates complex, viable, and creative White identities, reconceptualized…

Teacher Identity in a Multicultural Rural School: Lessons Learned at Vista Charter

ERIC Educational Resources Information Center

Wenger, Kerri J.; Dinsmore, Jan; Villagomez, Amanda

2012-01-01

In this paper, we describe a 30-month qualitative exploration of diverse teachers' identities in a high-poverty, bilingual, K-8 public charter school in rural eastern Oregon. First, we use the perspectives of saberes docentes and a situated view of teacher development to document the life histories of monolingual and bilingual teachers at Vista…

The Cognitive, Social and Emotional Processes of Teacher Identity Construction in a Pre-Service Teacher Education Programme

ERIC Educational Resources Information Center

Yuan, Rui; Lee, Icy

2015-01-01

This research investigates how three Government-funded Normal Students constructed and reconstructed their identities in a pre-service teacher education programme in China. Drawing upon data from interviews, field observation and the pre-service teachers' written reflections, the study explores the cognitive, social and emotional processes of…

Perspectives on Sexual Identity Formation, Identity Practices, and Identity Transitions Among Men Who Have Sex With Men in India.

PubMed

Tomori, Cecilia; Srikrishnan, Aylur K; Ridgeway, Kathleen; Solomon, Sunil S; Mehta, Shruti H; Solomon, Suniti; Celentano, David D

2018-01-01

Men who have sex with men (MSM) remain at high risk for HIV infection. Culturally specific sexual identities, encompassing sexual roles, behavior, and appearance, may shape MSM's experiences of stigmatization and discrimination, and affect their vulnerability to HIV. This multi-site qualitative study (n = 363) encompassing 31 focus group discussions (FGDs) and 121 in-depth interviews (IDIs) across 15 sites in India investigated sexual identity formation, identity practices, and transitions and their implications for HIV prevention. IDIs and FGDs were transcribed, translated, and underwent thematic analysis. Our findings document heterogeneous sexual identity formation, with MSM who have more gender nonconforming behaviors or appearance reporting greater family- and community-level disapproval, harassment, violence, and exclusion. Concealing feminine aspects of sexual identities was important in daily life, especially for married MSM. Some participants negotiated their identity practices in accordance with socioeconomic and cultural pressures, including taking on identity characteristics to suit consumer demand in sex work and on extended periods of joining communities of hijras (sometimes called TG or transgender women). Participants also reported that some MSM transition toward more feminine and hijra or transgender women identities, motivated by intersecting desires for feminine gender expression and by social exclusion and economic marginalization. Future studies should collect information on gender nonconformity stigma, and any changes in sexual identity practices or plans for transitions to other identities over time, in relation to HIV risk behaviors and outcomes.

Unpacking Personal Identities for Teaching Mathematics within the Context of Prospective Teacher Education

ERIC Educational Resources Information Center

Hodges, Thomas E.; Hodge, Lynn Liao

2017-01-01

This article explores the personal identities of two prospective elementary teachers as they progressed from mathematics methods coursework into their capstone student teaching semester. Results indicate that both prospective teachers perceived contrasting obligations of effective mathematics teaching in the teacher education and student teaching…

Crossing Borders: New Teachers Co-Constructing Professional Identity in Performative Times

ERIC Educational Resources Information Center

Wilkins, Chris; Busher, Hugh; Kakos, Michalis; Mohamed, Carmen; Smith, Joan

2012-01-01

This paper draws on a range of theoretical perspectives on the construction of new teachers' professional identity. It focuses particularly on the impact of the development in many national education systems of a performative culture of the management and regulation of teachers' work. Whilst the role of interactions with professional colleagues…

Promoting Issues-based STSE Perspectives in Science Teacher Education: Problems of Identity and Ideology

NASA Astrophysics Data System (ADS)

Pedretti, Erminia G.; Bencze, Larry; Hewitt, Jim; Romkey, Lisa; Jivraj, Ashifa

2008-09-01

Although science, technology, society and environment (STSE) education has gained considerable force in the past few years, it has made fewer strides in practice. We suggest that science teacher identity plays a role in the adoption of STSE perspectives. Simply put, issues-based STSE education challenges traditional images of a science teacher and science instructional ideologies. In this paper, we briefly describe the development of a multimedia documentary depicting issues-based STSE education in a teacher’s class and its subsequent implementation with 64 secondary student-teachers at a large Canadian university. Specifically, we set out to explore: (1) science teacher candidates’ responses to a case of issues-based STSE teaching, and (2) how science teacher identity intersects with the adoption of STSE perspectives. Findings reveal that although teacher candidates expressed confidence and motivation regarding teaching STSE, they also indicated decreased likelihood to teach these perspectives in their early years of teaching. Particular tensions or problems of practice consistently emerged that helped explain this paradox including issues related to: control and autonomy; support and belonging; expertise and negotiating curriculum; politicization and action; and biases and ideological bents. We conclude our paper with a discussion regarding the lessons learned about STSE education, teacher identity and the role of multimedia case methods.

Superheroes v Demons: Constructing Identities of Male Student Teachers in the Early Years

ERIC Educational Resources Information Center

Jones, Deborah

2008-01-01

This article presents research undertaken among male teachers and it explores their perceptions and experiences of working in early years contexts. It examines prevalent, contrary discourses and their impact on the construction of male teachers' identities. Public discourses in relation to male teachers reveal contradictions and ambiguities…

Professional Identity Formation in an Advanced Pharmacy Practice Experience Emphasizing Self-Authorship.

PubMed

Johnson, Jessica L; Chauvin, Sheila

2016-12-25

Objective. To examine the extent to which reflective essays written by graduating pharmacy students revealed professional identity formation and self-authorship development. Design. Following a six-week advanced pharmacy practice experience (APPE) grounded in Baxter-Magolda's Learning Partnerships Model of self-authorship development, students completed a culminating reflective essay on their rotation experiences and professional identity formation. Assessment. Thematic and categorical analysis of 41 de-identified essays revealed nine themes and evidence of all Baxter-Magolda's domains and phases of self-authorship. Analysis also suggested relationships between self-authorship and pharmacist professional identity formation. Conclusion. Results suggest that purposeful structuring of learning experiences can facilitate professional identity formation. Further, Baxter-Magolda's framework for self-authorship and use of the Learning Partnership Model seem to align well with pharmacist professional identify formation. Results of this study could be used by pharmacy faculty members when considering how to fill gaps in professional identity formation in future course and curriculum development.

Professional Identity Formation in an Advanced Pharmacy Practice Experience Emphasizing Self-Authorship

PubMed Central

Chauvin, Sheila

2016-01-01

Objective. To examine the extent to which reflective essays written by graduating pharmacy students revealed professional identity formation and self-authorship development. Design. Following a six-week advanced pharmacy practice experience (APPE) grounded in Baxter-Magolda’s Learning Partnerships Model of self-authorship development, students completed a culminating reflective essay on their rotation experiences and professional identity formation. Assessment. Thematic and categorical analysis of 41 de-identified essays revealed nine themes and evidence of all Baxter-Magolda’s domains and phases of self-authorship. Analysis also suggested relationships between self-authorship and pharmacist professional identity formation. Conclusion. Results suggest that purposeful structuring of learning experiences can facilitate professional identity formation. Further, Baxter-Magolda’s framework for self-authorship and use of the Learning Partnership Model seem to align well with pharmacist professional identify formation. Results of this study could be used by pharmacy faculty members when considering how to fill gaps in professional identity formation in future course and curriculum development. PMID:28179721

Assemblage: Raising Awareness of Student Identity Formation through Art

ERIC Educational Resources Information Center

Drouin, Steven D.

2015-01-01

Asking students to physically construct manifestations of their identities is not necessarily a new technique, but the author wanted students to experience the iterative and fluid nature of identity formation with the hopes of beginning a longer discussion of how other individuals, groups, and varying contexts shape identities with and without…

Catholic School Identity: Perceptions That Influence Teacher Retention

ERIC Educational Resources Information Center

Jakuback, Karen Germany

2017-01-01

The purpose of this qualitative study was to explore teachers' perceptions of various factors, especially Catholic school identity factors, which are important to them and may influence their job satisfaction and retention in Catholic parochial schools after year five of their teaching career. An additional purpose of this study was to inform…

Nonnative English-Speaking Teachers in the United States: Issues of Identity

ERIC Educational Resources Information Center

Diniz de Figueiredo, Eduardo Henrique

2011-01-01

The present study investigated how nonnative English-speaking teachers (NNESTs) working in K-12 schools in the United States perceive their identities in relation to the school environment and its norms, their coworkers and administrators and the students and their families. Specific attention was given to the teachers' concerns prior to arrival…

Teacher Morale, Motivation and Professional Identity: Insight for Educational Policymakers from State Teachers of the Year. Teacher Researcher Policy Paper Series

ERIC Educational Resources Information Center

Bosso, David

2017-01-01

Informed by a qualitative study involving 24 individuals, each of whom has been recognized as a State Teacher of the Year, this report presents an exploration of the phenomena of teacher morale, motivation and perceptions of job satisfaction as related to professional identity and professional growth in the context of educational change. The…

"Supporting" Beginning Secondary Science Teachers through Induction: A Multi-Case Study of Their Meaning Making and Identities

ERIC Educational Resources Information Center

Webb, Angela W.

2012-01-01

The purpose of this study was to explore the induction experiences of beginning secondary science teachers, including their afforded and enacted identities-in-practice and their meaning making. I applied a model of identities and meaning making that considered the iterative nature of the (a) normative science teacher identities afforded by…

The Quest for Identity in Adolescence: Heterogeneity in Daily Identity Formation and Psychosocial Adjustment across 5 Years

ERIC Educational Resources Information Center

Becht, Andrik I.; Nelemans, Stefanie A.; Branje, Susan J. T.; Vollebergh, Wilma A. M.; Koot, Hans M.; Denissen, Jaap J. A.; Meeus, Wim H. J.

2016-01-01

Identity formation is one of the key developmental tasks in adolescence. According to Erikson (1968) experiencing identity uncertainty is normative in adolescence. However, empirical studies investigating identity uncertainty on a daily basis are lacking. Hence, studying individual differences in daily certainty (i.e., identity commitment levels)…

Teachers and Testing: An Investigation into Teachers' Perceptions of Formative Assessment

ERIC Educational Resources Information Center

Sach, Elizabeth

2012-01-01

Research conducted within the past decade contributes much to an understanding of the role and potential value of formative assessment in learning. As an Advisory Teacher within a local authority, the researcher was interested to find out how teachers actually perceive formative assessment. This study therefore set out to investigate the range and…

Supporting Beginner Teacher Identity Development: External Mentors and the Third Space

ERIC Educational Resources Information Center

McIntyre, Joanna; Hobson, Andrew J.

2016-01-01

This paper reports findings from a study of support provided by non-school-based mentors of secondary science teachers in England. It focuses on the identity development of beginning teachers of physics, some of the recipients of the mentoring. Drawing on the analysis of interview and case study data, and utilising third space theory, the authors…

Exploring Transitions in Notions of Identity as Perceived by Beginning Post-Compulsory Teachers

ERIC Educational Resources Information Center

Wright, Victoria; Loughlin, Theresa; Hall, Val

2018-01-01

This paper reports on Phase Two of a small-scale qualitative research project. Phase One (2015-2016) focused on pre-service student teachers' perceptions of observation and feedback in relation to their developing identity as teachers. In Phase Two, two previous participants reflected on the research findings as qualified and beginning teachers.…

"That's Not Treating You as a Professional": Teachers Constructing Complex Professional Identities through Talk

ERIC Educational Resources Information Center

Cohen, Jennifer L.

2008-01-01

Public debates about the role of teachers and teacher performance place teachers at the center of a range of national and local discourses. The notion of teacher professional identity, therefore, framed in a variety of ways, engages people across social contexts, whether as educators, parents, students, taxpayers, voters or consumers of news and…

Teacher Socialization of EFL Teachers at Public School Levels in Central Mexico

ERIC Educational Resources Information Center

Lengeling, M. Martha; Mora Pablo, Irasema; Barrios Gasca, Blanca Lucía

2017-01-01

This study aimed at exploring the processes of teacher socialization and identity formation of nine English as a foreign language teachers at public schools in central Mexico. These teachers began their careers in the National English Program in Basic Education. Qualitative research and narrative inquiry were used as a basis for this research. The…

Deconstructing Social Class Identity and Teacher Privilege in the Second Language Classroom

ERIC Educational Resources Information Center

Glodjo, Tyler

2017-01-01

Through a pedagogical lens, this literature review highlights how social class, as a primary analytical construct for understanding identity in English language learner instruction, interacts with teacher class identity while creating implications for teaching and learning. In the past two decades, race, class, and gender have been the foci in…

Multiple Identities, Negotiations, and Agency across Time and Space: A Narrative Inquiry of a Foreign Language Teacher Candidate

ERIC Educational Resources Information Center

Kayi-Aydar, Hayriye

2015-01-01

Drawing on the post-structural views and the literature on teacher identity and agency, and using narrative inquiry, this paper describes how one teacher candidate majoring in Spanish negotiated her identities across time and space and how her identity negotiations interacted with her agency. The recursive analysis of qualitative data sources…

Chilean English Teacher Identity and Popular Culture: Three Generations

ERIC Educational Resources Information Center

Menard-Warwick, Julia

2011-01-01

Recent discussions on English as an International Language have highlighted the important role played by English language popular culture for the identities and bilingual development of diverse global citizens who learn and use English. However, there has been little attention to connections between popular culture and "teacher"…

The Professional Identity of Mathematics Teachers in Further Education

ERIC Educational Resources Information Center

Dalby, Diane

2017-01-01

Professional identities may be viewed as narrative constructions in social situations but personal experiences and beliefs are fundamental influences in their development. Within Further Education colleges in England, mathematics teachers are typically expected to fulfil multiple roles, teaching a wide range of curricula and age groups, and this…

Eating Disorder Symptomatology and Identity Formation in Adolescence: A Cross-Lagged Longitudinal Approach.

PubMed

Verschueren, Margaux; Claes, Laurence; Bogaerts, Annabel; Palmeroni, Nina; Gandhi, Amarendra; Moons, Philip; Luyckx, Koen

2018-01-01

Introduction: Eating disorder symptomatology, comprising both psychological and behavioral aspects of subclinical eating concerns, constitutes a clear precursor of developing eating disorders. It is crucial to investigate its antecedents and correlates to subsequently inform eating disorder prevention programs. The present study focused on identity formation, a core developmental task in adolescence, that has increasingly been linked to eating disorder development. Our main aim was to examine the temporal sequence between eating disorder symptomatology and identity formation. Methods: Data on eating disorder symptomatology and identity formation were collected in 530 high school students (at Time 1: mean age = 15 years; SD = 1.84; range: 12-18 years; 50.6% females) using self-report questionnaires at three annual measurement points. Cross-lagged structural equation modeling was performed to examine the directionality of effects. Results: Results indicated bidirectional effects between eating disorder symptomatology and identity formation. Identity confusion seemed to increase vulnerability to body dissatisfaction and bulimia symptoms, whereas identity synthesis seemed to protect against their development. Additionally, identity synthesis seemed to protect against the development of drive for thinness as well. At the same time, body dissatisfaction and bulimia symptoms positively predicted identity confusion and negatively predicted identity synthesis over time. Conclusion: The present study adds to the growing body of literature on identity and eating disorders by focusing on their temporal interplay in a community sample of adolescents. As bidirectional effects emerged, a greater emphasis on identity formation in eating disorder prevention programs is advocated.

Eating Disorder Symptomatology and Identity Formation in Adolescence: A Cross-Lagged Longitudinal Approach

PubMed Central

Verschueren, Margaux; Claes, Laurence; Bogaerts, Annabel; Palmeroni, Nina; Gandhi, Amarendra; Moons, Philip; Luyckx, Koen

2018-01-01

Introduction: Eating disorder symptomatology, comprising both psychological and behavioral aspects of subclinical eating concerns, constitutes a clear precursor of developing eating disorders. It is crucial to investigate its antecedents and correlates to subsequently inform eating disorder prevention programs. The present study focused on identity formation, a core developmental task in adolescence, that has increasingly been linked to eating disorder development. Our main aim was to examine the temporal sequence between eating disorder symptomatology and identity formation. Methods: Data on eating disorder symptomatology and identity formation were collected in 530 high school students (at Time 1: mean age = 15 years; SD = 1.84; range: 12–18 years; 50.6% females) using self-report questionnaires at three annual measurement points. Cross-lagged structural equation modeling was performed to examine the directionality of effects. Results: Results indicated bidirectional effects between eating disorder symptomatology and identity formation. Identity confusion seemed to increase vulnerability to body dissatisfaction and bulimia symptoms, whereas identity synthesis seemed to protect against their development. Additionally, identity synthesis seemed to protect against the development of drive for thinness as well. At the same time, body dissatisfaction and bulimia symptoms positively predicted identity confusion and negatively predicted identity synthesis over time. Conclusion: The present study adds to the growing body of literature on identity and eating disorders by focusing on their temporal interplay in a community sample of adolescents. As bidirectional effects emerged, a greater emphasis on identity formation in eating disorder prevention programs is advocated. PMID:29915548

Is Adolescence a Period of Identity Formation for All Youth? Insights from a Four-Wave Longitudinal Study of Identity Dynamics in Japan

ERIC Educational Resources Information Center

Hatano, Kai; Sugimura, Kazumi

2017-01-01

In the present study, we examined changes in identity dynamics during adolescence using the Dimensions of Identity Development Scale (DIDS), focusing on social and cultural factors possibly affecting identity formation. Identity formation among adolescents outside Western countries is largely unexplored; therefore, we focused on adolescents in…

Aligning Professional and Personal Identities: Applying Core Reflection in Teacher Education Practice

ERIC Educational Resources Information Center

Kim, Younghee M.; Greene, William L.

2011-01-01

This three-year collaborative self-study examined the impact of core reflection on our identities and practices as teacher educators. We discovered four themes that defined the core identity issues in our study: (a) understanding the contradictory nature of core qualities; (b) confronting our own hypocrisies; (c) holding ambiguity; and (d)…

Introduction to Culturo-Metrics: Measuring the Cultural Identity of Children and Teachers.

ERIC Educational Resources Information Center

Boufoy-Bastick, Beatrice

The attainment of a cultural identity is a major challenge of social development for many children from minority groups in today's fast-changing multicultural societies. Culturo-metrics is a new area of research that teachers and researchers can use to measure cultural identity and to explore culturally preferred behaviors of children and teachers…

Motivations and Concerns: Voices from Pre-Service Language Teachers

ERIC Educational Resources Information Center

Kavanoz, Suzan; Yüksel, Hatice G.

2017-01-01

Contemporary interactionist theories conceive identity formation as a dynamic process that is continuously co-constructed within a social context. For pre-service language teachers, teacher education programs constitute the context in which their professional identities are formed. This cross-sectional qualitative study aims at exploring…

Relating EFL Teachers' Professional and Institutional Identity to Their Teaching Efficacy

ERIC Educational Resources Information Center

Rozati, Fatemeh

2017-01-01

The main purpose of the present study was to systematically scrutinise the possible relationship between English as a foreign language (henceforth EFL) teachers' professional and institutional identity with their teaching efficacy. In doing so, 100 EFL teachers and instructors, within the age range of 30 to 50 (mean age = 40), and teaching…

Uncovering Paths to Teaching: Teacher Identity and the Cultural Arts of Memory

ERIC Educational Resources Information Center

Florio-Ruane, Susan; Williams, Linda G.

2008-01-01

This article reports the authors' collaborative research on teacher identity as revealed by examining paths to teaching. When individuals enter the teaching profession, they appear to be making a personal career choice. Beginning educators look ahead, envisioning the teachers they hope to become. At this time it is rare to look backward, to…

Professional Role and Identity of Icelandic Preschool Teachers: Effects of Stakeholders' Views

ERIC Educational Resources Information Center

Jónsdóttir, Arna H.; Coleman, Marianne

2014-01-01

In this article, we explore the reality of Icelandic preschool teachers who are, as in most other countries, predominantly female. The gendered nature of the role and the current identity adopted by preschool teachers appear to impact on their perceived status and professionalism. In this process, stakeholders in early childhood education (ECE),…

Maternal Identity Formation in a Military Sample: A Longitudinal Perspective

DTIC Science & Technology

2006-06-08

effective interventions. Successful interventions to assist military wives with maternal adaptation and role adjustment will be possible with a greater 7...maternal identity formation and role adaptation. Despite the obvious need for focused interventions to assist women with maternal identity formation and...pregnancies tended to be unwanted and remain unwanted even in late gestation . In her sample, the women describing the greatest number of unplanned

Visualisations as a Means for Exploring Academics' Teacher Identities

ERIC Educational Resources Information Center

Nevgi, Anne; Löfström, Erika

2014-01-01

Academics' teacher identities is a relatively little explored area. This paper explores this through an analysis of drawings by academics. The data consist of 90 drawings. The participants are academics who have attended basic courses in university pedagogy. The drawings were content analysed. In the drawings, the academics expressed themselves as…

A Teacher's Identity Trajectory within a Context of Change

ERIC Educational Resources Information Center

Oswald, Marietjie; Perold, Mariechen

2015-01-01

This article examines the effects of political, socio-economic and educational change on a South African teacher's identity trajectory. Our research was conducted at a primary school in a historically disadvantaged community in the Western Cape Province, South Africa. We applied a cultural-historical activity theoretical (CHAT) lens to explore the…

Chinese Student Teachers' Perspectives on Becoming a Teacher in the Practicum: Emotional and Ethical Dimensions of Identity Shaping

ERIC Educational Resources Information Center

Zhu, Gang

2017-01-01

This research examines the emotional and ethical dimensions of identity shaping in student teachers' teaching practicum. By interviewing seven Chinese student teachers who had just finished their student teaching practice, the research examines the participants' emotional experiences and the ethical dilemmas they encountered in their practicum.…

Informal, Moralistic Health Education in Kenyan Teacher Education and How It Influences the Professional Identity of Student-Teachers

ERIC Educational Resources Information Center

Dahl, Kari K. B.

2015-01-01

This study explores informal health education with a moralistic content in three Kenyan teacher training colleges and what it means for the development of a professional identity in health education student-teachers on a continent affected by far the largest number of health problems. Informal health education with a moralistic content is a kind…

Identity Formation in Adolescents from Italian, Mixed, and Migrant Families

ERIC Educational Resources Information Center

Crocetti, Elisabetta; Fermani, Alessandra; Pojaghi, Barbara; Meeus, Wim

2011-01-01

The purpose of this study was to compare identity formation in adolescents from Italian (n = 261), mixed (n = 100), and migrant families (n =148). Participants completed the Italian version of the Utrecht-Management of Identity Commitments Scale that assesses identity processes in educational and relational domains. Within a variable-centered…

Teacher Identity and Self-efficacy Development in an Alternative Licensure Program for Middle and High School Math and Science Teachers

NASA Astrophysics Data System (ADS)

West, Robert J.

This mixed-method case study focused on the phenomenon of the transition from student to teacher. The educational system in the United States is constantly shifting to provide the correct number of teachers for our nations' schools. There is no simple formula for this process and occasionally an area of need arises that is not being met. Recently, the demand for science and math teachers in the K-12 system has outpaced the supply of new teachers (Business-Higher Education Forum, 2011). To complicate the problem further, teachers are leaving the field in record numbers both through retirement and attrition (National Commission on Teaching and America's Future, 2007). Particularly hard hit are poor rural schools with low-performing students, such as the schools of Appalachia (Barley, 2009; Goodpaster, Adedokun, & Weaver, 2012). Out of this need, alternative licensure programs for teachers have developed. The alternative teacher-training program studied in this research is the Woodrow Wilson Teaching Fellowship (WWTF) website, "The Woodrow Wilson Ohio Teaching Fellowship seeks to attract talented, committed individuals with backgrounds in the STEM fields---science, technology, engineering, and mathematics---into teaching in high-need Ohio secondary schools" (para. 2) . The researcher was interested in the formation of teacher identity and self-efficacy as these constructs have been shown to manifest in highly effective teachers that are likely to remain in the field of teaching (Beaucamp & Thomas 2009; Klassen, Tze, Betts, & Gordon, 2010). The research method included in-depth interviews, mixed with pretest/posttest administrations of the Teacher Sense of Efficacy Scale (TSES) (Tschannen-Moran & Woolfolk Hoy 2001) given during the teacher-training period and again following the first year of professional teaching. Results from both the TSES and the interviews indicate that the participants had a successful transition into teaching. They both felt and demonstrated that

Exploring Taiwanese Preservice Teachers' Identity Construction in the Context of Service-Learning: Conflict and Development

ERIC Educational Resources Information Center

Tseng, Ming-i Lydia

2017-01-01

Language teacher identity (LTI) has gained prominence in second language education in the recent two decades, particularly the complexity of identity construction in the changing context shaped by local and global forces. This study adds to recent work on LTI by exploring how Asian teachers of English as a foreign language (EFL) constructed their…

Intersections of Life Histories and Science Identities: The Stories of Three Preservice Elementary Teachers

ERIC Educational Resources Information Center

Avraamidou, Lucy

2016-01-01

Grounded within Connelly and Clandinin's conceptualization of teachers' professional identity in terms of "stories to live by" and through a life-history lens, this multiple case study aimed to respond to the following questions: (a) How do three preservice elementary teachers view themselves as future science teachers? (b) How have the…

Perspectives on the Standards Agenda: Exploring the Agenda's Impact on Primary Teachers' Professional Identities

ERIC Educational Resources Information Center

Brown, Zeta; Manktelow, Ken

2016-01-01

This study aimed to investigate teachers' perspectives on the practical implementation of the standards agenda and its impact on their professional identities. Q-methodology was used alongside semi-structured interviews with UK primary school teachers. The study explored the views of 25 teachers in six schools, selected through purposive sampling…

Integrating the Teaching Role into One's Identity: A Qualitative Study of Beginning Undergraduate Medical Teachers

ERIC Educational Resources Information Center

van Lankveld, T.; Schoonenboom, J.; Kusurkar, R. A.; Volman, M.; Beishuizen, J.; Croiset, G.

2017-01-01

Beginning medical teachers often see themselves as doctors or researchers rather than as teachers. Using both figured worlds theory and dialogical self theory, this study explores how beginning teachers in the field of undergraduate medical education integrate the teacher role into their identity. A qualitative study was performed, involving 18…

The Tensions between EFL Teacher Identities and INSET in the Turkish Context

ERIC Educational Resources Information Center

Güngör, Fatih

2017-01-01

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…

Re-Imagining Teachers' Identity and Professionalism under the Condition of International Education

ERIC Educational Resources Information Center

Tran, Ly Thi; Nguyen, Nhai Thi

2015-01-01

Around the world, 4.3 million students are engaged in international education each year. However, there is a paucity in theory and empirical research on teachers' professionalism in international education. This paper aims to fill out this gap and contribute to our understanding of teachers' changing roles and identity due to the impact of…

The Role of Emotions in Student Teachers' Professional Identity

ERIC Educational Resources Information Center

Timostsuk, Inge; Ugaste, Aino

2012-01-01

This paper presents findings of a qualitative interview study of the role of emotions in the professional identity of student teachers. Strong positive and negative emotions (mostly related to pupils and supervisors) were expressed about personal teaching experiences. The results confirm that emotions play an important role in social learning and,…

A Data-Driven Conceptualization of Language Teacher Identity in the Context of Public High Schools in Iran

ERIC Educational Resources Information Center

Namaghi, Seyyed Ali Ostovar

2009-01-01

Teaching must be recognized "as a socially constructed activity that requires the interpretation and negotiation of meanings embedded within the context of the classroom." As part and parcel of this interpretation and negotiation, there is a continual redefinition of teacher identity. "Teaching and teacher identity are socially…

An Elementary Teacher's Narrative Identity Work at Two Points in Time Two Decades Apart

ERIC Educational Resources Information Center

Lutovac, Sonja; Kaasila, Raimo

2018-01-01

The number of studies on how the process of identity work takes place in pre- and in-service teacher training contexts has recently increased. This narrative study contributes to this body of work by examining one elementary teacher's identity work in the context of teaching mathematics at two points in time--the present, as an experienced…

The Identity of Catholic Schools as Seen by Teachers in Catholic Schools in Queensland

ERIC Educational Resources Information Center

Gleeson, Jim; O'Gorman, John; O'Neill, Maureen

2018-01-01

This paper reports on the opinions of teachers in Queensland Catholic schools regarding the identity, purposes and characteristics of Catholic schools. It draws on survey data from 2287 teachers in Catholic schools as well as semi-structured interviews with 20 teachers. Respondents were asked about their reasons for working in Catholic Education…

Context, Content, and Teacher Education: Six Language Teachers in a New Zealand Primary School Setting Discuss Their Language Teaching Identity

ERIC Educational Resources Information Center

Daly, Nicola

2011-01-01

Researchers have identified the importance of understanding language teacher identity in order to understand more about language teacher education (Johnson, Pawan, & Mahan-Taylor, 2005; Varghese, Morgan, Johnston, & Johnson, 2005). This paper reports on themes from semistructured interviews conducted individually with six inservice…

Exploring a Metamorphosis: Identity Formation for an Emerging Conductor

ERIC Educational Resources Information Center

Ponchione, Cayenna

2013-01-01

Exploring the manner in which professional identity formation in emerging conductors is entangled with the cultural context of orchestras, I focus on the amorphous evolution from a student identity to that of a professional, illuminating some underlying social conditions of the ever-elusive profession of conducting. Prevailing assumptions about…

Identity Formation of American Indian Adolescents: Local, National, and Global Considerations

ERIC Educational Resources Information Center

Markstrom, Carol A.

2011-01-01

A conceptual model is presented that approaches identity formation of American Indian adolescents according to 3 levels of social contextual influence--local, national, and global--relative to types of identity, dynamics of identity, and sources of influence. Ethnic identity of American Indians is embedded within the local cultural milieu and…

Non-Native English-Speaking Teachers' Negotiations of Program Discourses in Their Construction of Professional Identities within a TESOL Program

ERIC Educational Resources Information Center

Ilieva, Roumi

2010-01-01

The professional identity of language teachers has gained prominence in research on language instruction in the last decade. This article adds to work by critically exploring how teacher education programs allow non-native English-speaking teachers (NNESTs) to construct positive professional identities and become pro-active educators. It reports…

Am I a Mathematics Teacher Who Teaches Middle Grades or a Middle Grades Teacher Who Teaches Mathematics? Untangling the Multiple Identities of Preservice Teachers

ERIC Educational Resources Information Center

Kasten, Sarah E.; Austin, Christopher; Jackson, Christa

2014-01-01

This article reports on a qualitative study that investigated the identities of preservice middle grades teachers preparing to teach mathematics as one of their chosen content areas. Data were collected using open response reflective prompts questionnaires with 68 preservice middle grades teachers at 3 south-central universities. Findings indicate…

Professional Development in Japanese Non-Native English Speaking Teachers' Identity and Efficacy

ERIC Educational Resources Information Center

Takayama, Hiromi

2015-01-01

This mixed methods study investigates how Japanese non-native English speaking teachers' (NNESTs) efficacy and identity are developed and differentiated from those of native English speaking teachers (NESTs). To explore NNESTs' efficacy, this study focuses on the contributing factors, such as student engagement, classroom management, instructional…

"Free Yourself, Sister!": Teacher Identity, Subjection, and the Psyche

ERIC Educational Resources Information Center

Janzen, Melanie D.

2015-01-01

Teachers are caught in a tug of war between what they are supposed to be and who they are trying to become. The teaching subject, striving to be recognisable, is socially constructed and discursively constituted through ongoing relations with power--an identity essentially determined in advance. What is it to live--to become, as…

Doing gender/teaching science: A feminist poststructural analysis of middle school science teachers' identity negotiations

NASA Astrophysics Data System (ADS)

Sowell, Scott P.

This research joins the gender equity conversation within science education by providing a feminist poststructural analysis of teachers' doing gender and teaching science. Feminist poststructuralism is used in recognition of the oppressive nature of dualistic modes of thought, which often reduce reality into a limiting either/or fallacy and can be theoretically constraining as research within any particular field becomes more sophisticated. By uprooting the concept of gendered identity from the unproductive grip of essentialism, and conceptualizing it instead as a shifting 'work in progress,' feminist poststructuralism provides an invigorating theoretical framework from which to conduct inquiries. From a this perspective, the identity of a teacher, as any identity, is not a fixed entity, but rather an unfinished project, swarmed upon by a variety of competing discourses. Situated in a rural middle school in the Florida panhandle, this research explores how numerous discourses compete to define what it means to be a female science teacher. More specifically, the aims of this research are to explore: (a) how the participants negotiated successful gendered identities within science and (b) how this taking up of subject positions crystallized into classroom practices which worked to reproduce and/or challenge commonsense notions of the heteropatriarchal gender dualism as well as the enmeshment of masculinity and science. Findings illustrate a wide array of classroom pedagogical practices, ranging from antioppressive emancipatory constructions of both gender and science to more traditional objectivist constructions that validated the patriarchal status quo. Explicating teacher identity as effects of these pedagogical approaches proved insightful in unveiling notions of resistance, frustration, enthusiasm, and agency as the teachers reflected on their practice.

Threading a Golden Chain: An Attempt to Find Our Identities as Teacher Educators

ERIC Educational Resources Information Center

Lunenberg, Mieke; Hamilton, Mary Lynn

2008-01-01

Several years ago the authors, a professor from The Netherlands and another professor from the United States, met over coffee and discussions about teacher education at an international conference. With mutual interests in the role of teacher educators' development of their professional identity, the authors developed an intellectual relationship…

Leadership, New Public Management and the Re-Modelling and Regulation of Teacher Identities

ERIC Educational Resources Information Center

Hall, David; Gunter, Helen; Bragg, Joanna

2013-01-01

This article examines the rapidly shifting relationship between teachers and the state and efforts to re-model teacher identities within the wider context of public sector modernization and the New Public Management. The construction and development of officially authorized and normative discursive practices relating to leadership and the…

Teaching Science/Learning Gender: Preservice Elementary Teachers Write about Science, Gender, and Identity.

ERIC Educational Resources Information Center

Letts, William J., IV

Using data collected from an undergraduate science methods class, this paper interrogates a variety of ways that preservice teachers construct their identities as both students of science and prospective teachers of science. Data sources included writings about an issue of "difference" in science class, a science autobiography, student-generated…

Enabling the Development of Student Teacher Professional Identity through Vicarious Learning during an Educational Excursion

ERIC Educational Resources Information Center

Steenekamp, Karen; van der Merwe, Martyn; Mehmedova, Aygul Salieva

2018-01-01

This paper explores the views of student teachers who were provided vicarious learning opportunities during an educational excursion, and how the learning enabled them to develop their teacher professional identity. This qualitative research study, using a social-constructivist lens highlights how vicarious learning influenced student teachers'…

Active Construction of Profession-Related Events: The Priming Effect among Pre-service Teachers with Different Professional Identity

PubMed Central

Wang, Xin-qiang; Zhu, Jun-cheng; Liu, Lu; Chen, Xiang-yu; Huo, Jun-yu

2018-01-01

Pre-service teachers with different professional identity may actively construct different subjective profession-related events based on the same objective profession-related events. To explore the priming effect among pre-service teachers with different professional identity, this study examined the effect of positive, negative, or neutral priming sentences in an individualized narration of profession-related events through a priming paradigm. Forty-two female volunteers were asked to complete positive, negative, and neutral priming sentences describing profession-related events. The results showed that, relative to those with weak professional identity, participants with strong professional identity generated a higher number of positive items when primed with different stimuli and displayed greater positive priming bias for positive and neutral stimuli. In addition, relative to those with strong professional identity, participants with weak professional identity generated a higher number of neutral and negative items when primed with positive and negative stimuli, respectively, and displayed greater negative priming bias toward negative stimuli. These results indicate that pre-service teachers with strong professional identity were likely to have established positive self-schemas involving profession-related events, which facilitated active, positive construction of such events. PMID:29535667

Active Construction of Profession-Related Events: The Priming Effect among Pre-service Teachers with Different Professional Identity.

PubMed

Wang, Xin-Qiang; Zhu, Jun-Cheng; Liu, Lu; Chen, Xiang-Yu; Huo, Jun-Yu

2018-01-01

Pre-service teachers with different professional identity may actively construct different subjective profession-related events based on the same objective profession-related events. To explore the priming effect among pre-service teachers with different professional identity, this study examined the effect of positive, negative, or neutral priming sentences in an individualized narration of profession-related events through a priming paradigm. Forty-two female volunteers were asked to complete positive, negative, and neutral priming sentences describing profession-related events. The results showed that, relative to those with weak professional identity, participants with strong professional identity generated a higher number of positive items when primed with different stimuli and displayed greater positive priming bias for positive and neutral stimuli. In addition, relative to those with strong professional identity, participants with weak professional identity generated a higher number of neutral and negative items when primed with positive and negative stimuli, respectively, and displayed greater negative priming bias toward negative stimuli. These results indicate that pre-service teachers with strong professional identity were likely to have established positive self-schemas involving profession-related events, which facilitated active, positive construction of such events.

The Diaspora Sensibility in Teacher Identity: Locating Self through Story

ERIC Educational Resources Information Center

Kooy, Mary; de Freitas, Elizabeth

2007-01-01

The concept of diaspora describes the dispersal of persons from their traditional homeland, across national and cultural borders. We explore diasporic (dis)location as it disrupts and recreates teacher identity. The nomadic movement across borders in professional development is best understood through narrative; hence we examine the…

Identities and Social Justice Values of Prospective Teachers of Color

ERIC Educational Resources Information Center

Agosto, Vonzell

2009-01-01

This empirical study of social justice values among three prospective teachers who identity as being "of color" emphasizes the constellations of social justice sensibilities (perceptions of injustice, concern for the situations of others, socio-political and cultural consciousness, sensitivity regarding the conditions of others) they derived from…

Providing Montessori: Identity and Dilemmas in a Montessori Teacher's Lived Experience

ERIC Educational Resources Information Center

Christensen, Olivia

2016-01-01

This phenomenological case study was conducted to better understand the experience of a Montessori teacher in a leadership role. A veteran Montessori teacher, newly hired by an established Montessori preschool, was interviewed over the course of her first year in the position. A critical discourse analysis revealed multiple social identities that…

Teachers Who Teach Their Practice: The Modulation of Hybridised Professional Teacher Identities in Work-Related Educational Programmes in Canada

ERIC Educational Resources Information Center

Farnsworth, Valerie; Higham, Jeremy

2012-01-01

This article explores diversity in the identity of vocational teachers and the ways these identities are both situated in cultural and political contexts and built upon life and career histories. The analysis is developed from a study of work-related programmes offered to students aged 15-18 in one school board in Canada, with a particular focus…

Shifting Sands: A Resilient Asian Teacher's Identity Work in Australia

ERIC Educational Resources Information Center

Kong, Melinda

2014-01-01

Many TESOL (Teaching English to Speakers of Other Languages) programmes focus on providing professional knowledge to Asian teachers who are pursuing their degrees in English-speaking countries. However, not much attention is given to their expectations, personal lived experiences and identity construction while studying in these countries. These…

Student Teachers' and Mentor Teachers' Perceptions and Expectations of a Mentoring Relationship: Do They Match or Clash?

ERIC Educational Resources Information Center

Izadinia, Mahsa

2016-01-01

This study examines similarities and differences between mentor teachers' and student teachers' perceptions of the components of a positive mentoring relationship and its impact on the identity formation of student teachers. In addition to the interview data, the participants were asked to use metaphors to describe the mentoring relationship. The…

Three Korean Heritage Language Teachers' Identities, Their Identification of Their Students, and Their Instructional Practices

ERIC Educational Resources Information Center

Kim, Jung-In; Kim, Miseon

2016-01-01

This study examined the instructional focuses and practices of three Korean heritage language (HL) teachers in community-based HL schools related not only to their constructed identities as HL teachers, but also to their students. Constant-comparative analyses of interviews and classroom observations across the three teacher cases showed that each…

The Professional Identity of Three Innovative Teachers Engaging in Sustained Knowledge Building Using Technology

ERIC Educational Resources Information Center

Vokatis, Barbara; Zhang, Jianwei

2016-01-01

Diffusing inquiry-based pedagogy in schools for deep and lasting change requires teacher transformation and capacity building. This study characterizes the professional identity of three elementary school teachers who have productively engaged in inquiry-based classroom practice using knowledge building pedagogy and Knowledge Forum, a…

What's Race Got to Do with It? Preservice Teachers and White Racial Identity

ERIC Educational Resources Information Center

Peters, Terri; Margolin, Marcia; Fragnoli, Kristi; Bloom, Diane

2016-01-01

This study examined changes in student teachers' White racial identity and color-blindness (using scores on the WRCDS-R and CoBRAS), as well as their perceptions of working with students of color, following a semester of student teaching in diverse classrooms. Paired samples t-tests demonstrated student teachers were more color-blind about…

Beginning a Pre-Service Teacher's Mathematical Identity Work through Narrative Rehabilitation and Bibliotherapy

ERIC Educational Resources Information Center

Lutovac, Sonja; Kaasila, Raimo

2011-01-01

In our study, we face two challenges. First, a negative view of mathematics is a widespread phenomenon among pre-service elementary teachers. Therefore, teacher education programs should find a way to handle this phenomenon. Second, we see that identity work in the domain of mathematics education needs to be conceptualized more. Here, we apply an…

"I Need to Be Strong and Competent": A Narrative Inquiry of a Student-Teacher's Emotions and Identities in Teaching Practicum

ERIC Educational Resources Information Center

Yuan, Rui; Lee, Icy

2016-01-01

In teacher identity research, limited attention has been paid to how pre-service teachers constructed their identities by negotiating with different emotions in their practice. To fill this gap, the present study, drawing upon the approach of narrative inquiry, explores how a student-teacher--Ming--negotiated and navigated conflicting emotions in…

"So, Like, What Now?": Making Identity Visible for Preservice Teachers

ERIC Educational Resources Information Center

Jiménez, Laura M.

2014-01-01

Drawing on Vygostky's zone of proximal development this study explores the ways preservice teachers engage with The Human Bean Activity that was designed to make visible the abstract idea of identity and community. This qualitative narrative analysis explores the talk produced by 47 predominantly White, straight, and female preservice…

Alternative Framings, Countervailing Visions: Locating the "P" in Professional Identity Formation.

PubMed

Hafferty, Frederic W; Michalec, Barret; Martimianakis, Maria Athina Tina; Tilburt, Jon C

2016-02-01

Professional identity formation in medical education is referenced increasingly as an object for educational reform. The authors introduce core concepts from two largely untapped literatures on identity and formation, contrasting framings on occupational preparation from within the organizational socialization literature with issues of socialization and professional acculturation from a military sciences perspective.The organizational sciences literature emphasizes socializing a workforce to "fit in," raising questions about how organization values might clash with core professional values concerning patient primary and social justice. The military literature, in turn, advances the notions of professional identity as a collective property, and that a particular social other (the public) must participate in shaping the group's identity as a profession.The authors extrapolate from these reviews that the training of physicians-as-professionals, and thus issues of socialization and identity formation, require intentionality and specificity around these contrasting issues. In turn, they argue that medical educators must attend to socializing trainees to a professional group identity while at the same time producing health care professionals who retain the capacity to resist the bureaucratic application of standardized solutions to contemporary problems. Educators must thus strive to identify the skills, knowledge, and attitudes necessary that will allow physicians-qua-professionals to function as a quasi-subversive work force and to disrupt the very system that helped to shape their identity, so that they may fulfill their mission to their patients.

Teacher Agency within the Context of Formative Teacher Assessment: An In-Depth Analysis

ERIC Educational Resources Information Center

Verberg, Christel P. M.; Tigelaar, Dineke E. H.; van Veen, Klaas; Verloop, Nico

2016-01-01

Teachers' agency has an effect on their own learning process at the workplace. In this study we explored the extent to which teachers participating in a formative teacher assessment procedure developed a sense of agency. We investigated not only whether teachers participating in a such an assessment procedure experienced agency and thus felt in…

Creating stories to live by: caring and professional identity formation in a longitudinal integrated clerkship.

PubMed

Konkin, Jill; Suddards, Carol

2012-10-01

Building on other models of longitudinal integrated clerkships (LIC), the University of Alberta developed its Integrated Community Clerkship with guiding principles of continuity of care, preceptor and learning environment. Professionalism is an important theme in medical education. Caring is important in professional identity formation and an ethic of caring is a moral framework for caring. This study explored the development of an ethic of caring in an LIC using empathy, compassion and taking responsibility as descriptors of caring. Through a hermeneutic phenomenological study, the authors focused on students' accounts of being with patients. Following an iterative process of successive analyses and explorations of the relevant literature, sensitizing concepts related to physician identity, and an ethic of caring were used to make sense of these accounts following the principles of constructivist grounded theory methodology. Continuity afforded by the LIC results in a safe environment in which students can meaningfully engage with patients and take responsibility for their care under the supervision of a physician teacher. Together these attributes foster an emerging physician identity born at the site of patient-student interaction and grounded in an ethic of caring. A medical student's evolving professional identity in the clerkship includes the emergence of an ethic of caring. Student accounts of being with patients demonstrate that the LIC at the University of Alberta affords opportunities for students be receptive to and responsible for their patients. This ethic of caring is part of an emerging physician identity for the study participants.

Professional Identity Development of Teacher Candidates Participating in an Informal Science Education Internship: A focus on drawings as evidence

NASA Astrophysics Data System (ADS)

Katz, Phyllis; McGinnis, J. Randy; Hestness, Emily; Riedinger, Kelly; Marbach-Ad, Gili; Dai, Amy; Pease, Rebecca

2011-06-01

This study investigated the professional identity development of teacher candidates participating in an informal afterschool science internship in a formal science teacher preparation programme. We used a qualitative research methodology. Data were collected from the teacher candidates, their informal internship mentors, and the researchers. The data were analysed through an identity development theoretical framework, informed by participants' mental models of science teaching and learning. We learned that the experience in an afterschool informal internship encouraged the teacher candidates to see themselves, and to be seen by others, as enacting key recommendations by science education standards documents, including exhibiting: positive attitudes, sensitivity to diversity, and increasing confidence in facilitating hands-on science participation, inquiry, and collaborative work. Our study provided evidence that the infusion of an informal science education internship in a formal science teacher education programme influenced positively participants' professional identity development as science teachers.

Capturing the Transformation and Dynamic Nature of an Elementary Teacher Candidate's Identity Development as a Teacher of Science

ERIC Educational Resources Information Center

Naidoo, Kara

2017-01-01

This study examines the transformation and dynamic nature of one teacher candidate's (Susan) identity as a learner and teacher of science throughout an innovative science methods course. The goal of this paper is to use theoretically derived themes grounded in cultural-historical activity theory (CHAT) and situated learning theory to determine the…

Professional Development, Writer's Workshop and Identity: A Case Study of Women Elementary School Teachers Using Writing as Resistance

ERIC Educational Resources Information Center

Zisook, Karla Jean

2011-01-01

The purpose of this qualitative case study was to uncover the ways that women elementary school teachers negotiate their identities within the context of writer's workshop by exploring issues of gender, literacy, and identity. The two central participants were women elementary school teachers who were involved at their Professional Development…

Teachers' Multicultural Awareness and the Ethnic Identity of Minority Students: An Individual Case Study of a Hani Student

ERIC Educational Resources Information Center

Qunhui, Ou; Na, Du

2012-01-01

This study considers the role of teachers' multicultural awareness in promoting minority students' ethnic identity by considering the situation in one particular middle school. A case study of a Hani student is presented to show how teachers' multicultural awareness affects ethnic identity and the academic achievement of minority students. This…

(Re)conceptualisation of ELT Professionals: Academic High School English Teachers' Professional Identity in Korea

ERIC Educational Resources Information Center

Han, Insuk

2016-01-01

This study investigates Korean English teachers' responses to the current English Language Teaching (ELT) policies and reveals the attributes of their professional identity from their responses. Data collected from different narratives demonstrate that the teachers value the principles of communicative language teaching, but are not supportive of…

Colonised by Quality? Teacher Identities in a Research-Led Institution

ERIC Educational Resources Information Center

Skelton, Alan

2012-01-01

This article explores the impact of quality assurance and enhancement initiatives on teacher identities in higher education. Data from an interview-based study of a research-led institution in the United Kingdom are drawn upon to consider the implications of quality--for example, whether it has captured the inner assumptive worlds of higher…

A Social-Cognitive Theoretical Framework for Examining Music Teacher Identity

ERIC Educational Resources Information Center

McClellan, Edward

2017-01-01

The purpose of the study was to examine a diverse range of research literature to provide a social-cognitive theoretical framework as a foundation for definition of identity construction in the music teacher education program. The review of literature may reveal a theoretical framework based around tenets of commonly studied constructs in the…

The Changing Identities of History Teachers in an Irish School

ERIC Educational Resources Information Center

O'Boyle, Ailish

2004-01-01

This article explores how the nature of history as a subject has shaped the subcultural identities of the eight teachers in the History Department of an Irish post-primary school. Using a biographical, cultural and micropolitical framework popular within symbolic interactionism, this case study is based on data gathered over three years from…

A Review of Research on Student Teachers' Professional Identity

ERIC Educational Resources Information Center

Izadinia, Mahsa

2013-01-01

This article presents a review of 29 empirical studies to identify the main foci of research on student teachers' identity, the methodologies used and their major findings. The reviewed studies were found to investigate four broad factors: the contribution of: (1) reflective activities, (2) learning communities, (3) context and (4) (prior)…

Format effects in two teacher rating scales of hyperactivity.

PubMed

Sandoval, J

1981-06-01

The object of this study was to investigate the effect of differences in format on the precision of teacher ratings and thus on the reliability and validity of two teacher rating scales of children's hyperactive behavior. Teachers (N = 242) rated a sample of children in their classrooms using rating scales assessing similar attributes with different formats. For a sub-sample the rating scales were readministered after 2 weeks. The results indicated that improvement can be made in the precision of teacher ratings that may be reflected in improved reliability and validity.

Exploring Teacher Identity from a Holistic Perspective: Reconstructing and Reconnecting Personal and Professional Selves

ERIC Educational Resources Information Center

Bukor, Emese

2015-01-01

This article explores the influence of personal and professional experiences on the development of teacher identity. The holistic perspective in this article refers to the language teachers' exploration of their personal and professional experiences with the use of both conscious/rational and intuitive/tacit thought processes. Three language…

Turning into Teachers before Our Eyes: The Development of Professional Identity through Professional Dialogue

ERIC Educational Resources Information Center

Mantei, Jessica; Kervin, Lisa

2011-01-01

This paper examines the development of professional identity in early career teachers enrolled in an "add-on year" of an undergraduate teacher education degree. Through a series of readings focused on reflection and pedagogy, participants engaged in professional dialogue as they made connections between the themes in their professional…

Investigating the Prospective Teachers' Level of Adjustment in Terms of Perceived Identity, Values, and Needs

ERIC Educational Resources Information Center

Erdogdu, M. Yuksel

2013-01-01

The main purpose of this study is to investigate the prospective teachers' level of adjustment in terms of perceived identity, values, and needs. The searching group includes a total of 273 prospective teachers, 178 of whom are females, and 95 of whom are males. They are either working as paid teachers in the state schools within the boundaries of…

Expanding the Language Teacher Identity Landscape: An Investigation of the Emotions and Strategies of a NNEST

ERIC Educational Resources Information Center

Wolff, Dominik; De Costa, Peter I.

2017-01-01

This article aims to broaden the scope of language teacher identity research by investigating the emotional demands on teachers-in-training and nonnative English-speaking teachers (NNESTs) in particular. We examined how our focal NNEST participant, Puja, was confronted with and successfully negotiated numerous emotional challenges in her first…

Bilingual Identity Negotiation in Practice: Teacher Pedagogy and Classroom Interaction in a Bilingual Programme

ERIC Educational Resources Information Center

Fielding, Ruth

2016-01-01

This paper discusses how teachers in a bilingual education programme see their pedagogies and interactions influencing student connection to the languages of the bilingual programme. The teacher perception of the classroom is explored because the classroom is one of the principal settings in which the students negotiate their bilingual identities.…

Becoming Researchers: A Narrative Study of Chinese University EFL Teachers' Research Practice and Their Professional Identity Construction

ERIC Educational Resources Information Center

Xu, Yueting

2014-01-01

This article reports on a narrative study of university EFL (English as a foreign language) teachers' research practices and their identity construction as researchers in China. Drawing upon data from narrative frames among 104 teachers and in-depth interviews with four teachers, the study reveals that teachers' increased research engagement, as…

Linking academic social environments, ego-identity formation, ego virtues, and academic success.

PubMed

Good, Marie; Adams, Gerald R

2008-01-01

This study used Structural Equation Modeling to test an Eriksonian conceptual model linking academic social environments (relationships with faculty and fellow students), ego-identity formation, ego virtues, and academic success. Participants included 765 first-year students at a university in southern Ontario, Canada. Results indicated that supportive relationships with faculty was directly related to higher average grades and perceived academic ability, whereas positive relationships with fellow students was indirectly related to academic success through ego virtues. Positive ego-identity formation (identity achievement) was also indirectly related to academic success through ego virtues.

The Professional Identity of English Teachers in the Secondary School

ERIC Educational Resources Information Center

Findlay, Kate

2010-01-01

The paper reports on a research study investigating the professional identity of English teachers in the secondary school in the UK, and the effects of their subject philosophies and their conceptions of learning on their teaching. The various and often competing definitions of the subject have a long history, and a number of factors have been…

Egocentrism and Development of Students' Identity (On the Example of Studying of Future Teachers)

ERIC Educational Resources Information Center

Gromova, Chulpan R.; Alimbekov, Akmatali

2015-01-01

Relevance of the studied problem is that the nature of interrelation between an index of an egocentrism and characteristics of identity isn't studied. Secondly, special trainings of decentration for students--future teachers are not developed. The article is directed to study the structure of the first-third year students' identity, connection…

Integrating Service-Learning Pedagogy for Preservice Elementary Teachers' Science Identity Development

ERIC Educational Resources Information Center

Wilson, Rachel E.; Bradbury, Leslie U.; McGlasson, Martha A.

2015-01-01

The purpose of this article is to explore how preservice elementary teachers (PSETs) interpreted their service-learning experiences within a pre-methods environmentally focused course and how their interpretations shaped their science teaching identities. Along a continuum of service-learning experiences were events that emphasized science…

Critically Examining the Agency and Professional Identity Development of Novice Dual Language Teachers through Figured Worlds

ERIC Educational Resources Information Center

Varghese, Manka M.; Snyder, Rachel

2018-01-01

Drawing on the concept of figured worlds, we examined how four preservice teachers in a monoglossically oriented teacher preparation program developed their professional identities and sense of agency as dual language teachers. Figured worlds are socially constructed and culturally recognized realms with a story line and actors who also actively…

Emerging Adults in Sweden: Identity Formation in the Light of Love, Work, and Family

ERIC Educational Resources Information Center

Frisen, Ann; Wangqvist, Maria

2011-01-01

In this study, the identity formation of emerging adults in Sweden was investigated in order to discover how identity issues concerning love, work and family are handled. The study group comprised 136 24- to 26-year-olds. The results revealed differences between men and women with regard to their position in the identity formation process. While…

Teacher Learning of Technology Enhanced Formative Assessment

ERIC Educational Resources Information Center

Feldman, Allan; Capobianco, Brenda M.

2008-01-01

This study examined the integration of technology enhanced formative assessment (FA) into teachers' practice. Participants were high school physics teachers interested in improving their use of a classroom response system (CRS) to promote FA. Data were collected using interviews, direct classroom observations, and collaborative discussions. The…

Young women's scientific identity formation in an urban context

NASA Astrophysics Data System (ADS)

Brickhouse, Nancy W.; Potter, Jennifer T.

2001-10-01

In this article we examine the scientific identity formation of two young women of color who attend an urban vocational high school. One young woman lives in an urban setting, while the other lives in a suburban setting. We describe how these young women's identities influence and respond to experiences in school science. In particular, we describe how the experience of marginalization can make membership in a school science community impossible or undesirable. We also describe the advantages that accrue to students who fit well with the ideal identities of an urban school. Finally, we describe some of the difficulties students face who aspire to scientific or technological competence yet do not desire to take on aspects of the identities associated with membership in school science communities.

Becoming Teachers: Examining How Preservice Elementary Teachers Use Language to Construct Professional Identities, Learn within Relationships, and Take Risks in the Classroom

ERIC Educational Resources Information Center

Ticknor, Anne Swenson

2010-01-01

This longitudinal qualitative study examined how four preservice elementary teachers used language to construct professional identities, learn within relationships, and take risks in the classroom during their final three semesters in teacher education coursework and field experiences. My female participants were former students of mine in the…

Exploring the Influence of High-Stakes Testing and Accountability on Teachers' Professional Identities through the Factors of Instructional Practice, Work Environment, and Teacher Efficacy

ERIC Educational Resources Information Center

Mason, Janet Harmon

2010-01-01

The purpose of this study was to explore the impact of high-stakes testing and accountability on teachers' perceptions of their professional identities. Teachers' instructional practice, work environments, and personal factors are now immersed in the context of high-stakes testing and accountability. This context colors the decisions teachers make…

Undergraduate Music Education Major Identity Formation in the University Music Department

ERIC Educational Resources Information Center

McClellan, Edward

2014-01-01

The purpose of this study was to determine relationships among social identity, value of music education, musician-teacher orientation, selected demographic factors, and self-concept as a music educator. Participants (N = 968) were volunteer undergraduate music education majors enrolled at four-year institutions granting a bachelor of music…

Contextual Shifting: Teachers Emphasizing Students' Academic Identity to Promote Scientific Literacy

ERIC Educational Resources Information Center

Reveles, John M.; Brown, Bryan A.

2008-01-01

This research presents a case study of two teachers' emphasis on students' academic identity as a means of facilitating their science literacy development. These cases support a theoretical position that deconstructs the notion of normative science literacy into its constitutive components: (a) being scientific and (b) appropriating its literate…

Conceptualizing Teacher Professional Identity in Neoliberal Times: Resistance, Compliance and Reform

ERIC Educational Resources Information Center

Hall, David; McGinity, Ruth

2015-01-01

This article examines the dramatic implications of the turn towards neo-liberal education policies for teachers' professional identities. It begins with an analysis of some of the key features of this policy shift including marketization, metricization and managerialism and the accompanying elevation of performativity. This is followed by a…

Language Teacher Identity and the Domestication of Dissent: An Exploratory Account

ERIC Educational Resources Information Center

Morgan, Brian

2016-01-01

In this article, the notion of dissent refers to a more critical, ideological orientation to advocacy for and by TESOL professionals. The notion of domestication refers to identity-forming practices in the knowledge base of language teacher education (LTE) and in professional certification processes that potentially displace this critical…

Theorizing Teacher Identity: Self-Narratives and Finding Place in an Audit Society

ERIC Educational Resources Information Center

Bullough, Robert V., Jr.

2015-01-01

Noting the need for richer theories of identity and identity formation in education, the author describes aspects of D. P. McAdams' psychosocial constructivist framework enriched by select concepts drawn from Life Course research for conceptualizing and analyzing identity development within audit-driven societies and educational systems. Drawing…

Resilience and Loss in Work Identities: A Narrative Analysis of Some Retired Teachers' Work-Life Histories

ERIC Educational Resources Information Center

Kirk, John; Wall, Christine

2010-01-01

The article examines the importance of "emotional labour" in the constitution of the "teacherly-self". Deriving from a research project on work and social identity, the article explores the ways teachers have negotiated the radical changes in the profession in recent years, and uses the notion of "teacher resilience" to explore the ways teachers…

How does School Experience Relate to Adolescent Identity Formation Over Time? Cross-Lagged Associations between School Engagement, School Burnout and Identity Processing Styles.

PubMed

Erentaitė, Rasa; Vosylis, Rimantas; Gabrialavičiūtė, Ingrida; Raižienė, Saulė

2018-04-01

The existing research findings still do not provide a clear understanding of the links between adolescent school experience and their identity formation. To address this gap, we analyzed the dynamic links between adolescent school experiences and identity formation by exploring the cross-lagged associations between school engagement, school burnout and identity processing styles (information-oriented, normative and diffuse-avoidant) over a 2-year period during middle-to-late adolescence. The sample of this school-based study included 916 adolescents (51.4% females) in the 9th to 12th grades from diverse socio-economic and family backgrounds. The results from the cross-lagged analyses with three time points revealed that (a) school engagement positively predicted information-oriented identity processing over a 2-year period; (b) school burnout positively predicted the reliance on normative and diffuse-avoidant identity styles across the three measurements; (c) the effects were stable over the three time points and across different gender, grade, and socio-economic status groups. The unidirectional effects identified in our study support the general prediction that active engagement in learning at school can serve as a resource for adolescent identity formation, while school burnout, in contrast, can hinder the formation of adolescent identity. This points to the importance of taking developmental identity-related needs of adolescents into account when planning the school curriculum.

A Psychological Profile of Acculturation, Ethnic Identity and Teaching Efficacy among Latino In-Service Teachers

ERIC Educational Resources Information Center

Tong, Fuhui; Castillo, Linda G.; Pérez, Aida E.

2010-01-01

This study examined psychological constructs of acculturation, ethnic identity, and teaching efficacy among 89 Latino in-service teachers serving minority students. Results showed significant differences in these constructs in relation to certification, program taught, and years of teaching. First, bilingual teachers were less likely to be…

Family support and acceptance, gay male identity formation, and psychological adjustment: a path model.

PubMed

Elizur, Y; Ziv, M

2001-01-01

While heterosexist family undermining has been demonstrated to be a developmental risk factor in the life of persons with same-gender orientation, the issue of protective family factors is both controversial and relatively neglected. In this study of Israeli gay males (N = 114), we focused on the interrelations of family support, family acceptance and family knowledge of gay orientation, and gay male identity formation, and their effects on mental health and self-esteem. A path model was proposed based on the hypotheses that family support, family acceptance, family knowledge, and gay identity formation have an impact on psychological adjustment, and that family support has an effect on gay identity formation that is mediated by family acceptance. The assessment of gay identity formation was based on an established stage model that was streamlined for cross-cultural practice by defining three basic processes of same-gender identity formation: self-definition, self-acceptance, and disclosure (Elizur & Mintzer, 2001). The testing of our conceptual path model demonstrated an excellent fit with the data. An alternative model that hypothesized effects of gay male identity on family acceptance and family knowledge did not fit the data. Interpreting these results, we propose that the main effect of family support/acceptance on gay identity is related to the process of disclosure, and that both general family support and family acceptance of same-gender orientation play a significant role in the psychological adjustment of gay men.

Stories of Self and Science: Preservice Elementary Teachers' Identity Work through Time and across Contexts

ERIC Educational Resources Information Center

Avraamidou, Lucy

2016-01-01

Grounded in theoretical and empirical underpinnings related to identity work and figured worlds, this case study explores the nature of two preservice elementary teachers' identities for science teaching and the experiences that impacted their development through time and across contexts. The participants in this study portray a range of…

Understanding Teachers' Professional Identity and Beliefs in the Chinese Heritage Language School in the USA

ERIC Educational Resources Information Center

Wu, Hsu-Pai; Palmer, Deborah K.; Field, Sherry L.

2011-01-01

Heritage language education has come to prominence worldwide. Despite the increasing number of Chinese heritage language learners and Chinese schools in the USA, little attention has been given to teachers. This study investigated three heritage language teachers' professional identity and beliefs about curriculum and instructional practices in a…

Teachers' Views of Teenage Sexual Morality

ERIC Educational Resources Information Center

Chambers, Deborah; Van Loon, Joost; Tincknell, Estella

2004-01-01

This paper examines the discourses of morality drawn on by secondary school teachers in England to describe their attitudes to pupils' developing sexual identities. Although teachers recognized their own formative role in the sexual socialization of pupils and identified homophobic attitudes among boys, they were ambivalent about how far they…

EFL Student-Teachers' Identity Construction: A Case Study in Chile

ERIC Educational Resources Information Center

Salinas, Dánisa; Ayala, Maximiliano

2018-01-01

The objective of this study is to explore the process of professional identity construction of two English as a foreign language student-teachers from a sociocultural theoretical lens. A qualitative case study was conducted through personal narratives, semi-structured interviews, and a focus group. The data were analyzed using a grounded theory…

Practitioner of Cooperative Learning as Part of Novice Teachers' Professional Identity

ERIC Educational Resources Information Center

Astuti, Puji

2016-01-01

This paper identifies challenges that English as a foreign language (EFL) novice teachers in Indonesia may face in developing a professional identity, which, in this paper, refers to becoming a practitioner of cooperative learning. Cooperative learning is a mandated teaching method both in the 2006 and 2013 Indonesian curriculum, and is under the…

The Influence of Music Teacher Beliefs and Practices on the Expression of Musical Identity in an Elementary General Music Classroom

ERIC Educational Resources Information Center

Kelly-McHale, Jacqueline

2013-01-01

The purpose of this qualitative collective case study was to examine the ways an elementary general music teacher's curricular beliefs and practices influence the expression of "music in identity" and "identity in music" for second-generation students. In addition to the music teacher, participants were 4 students whose…

Exploring the role of classroom-based learning in professional identity formation of family practice residents using the experiences, trajectories, and reifications framework.

PubMed

Chen, Luke Y C; Hubinette, Maria M

2017-08-01

Classroom-based learning such as academic half day has undervalued social aspects. We sought to explore its role in the professional identity development of family medicine residents. In this case study, residents and faculty from four training sites in the University of British Columbia Department of Family Practice were interviewed. The "experiences, trajectories, and reifications (ETR) framework" was used as a sensitizing tool for modified inductive (thematic) analysis of the transcripts. Classroom-based learning provided a different context for residents' interpretation of their clinical experiences, characterized as a "home base" for rotating urban residents, and a connection to a larger academic community for residents in rural training sites. Both these aspects were important in creating a positive trajectory of professional identity formation. Teaching directed at the learning needs of family physicians, and participation of family practice faculty as teachers and role models was a precipitation of a curriculum "centered in family medicine." Interactions between family medicine residents and faculty in the classroom facilitated the necessary engagements to reify a shared understanding of the discipline of family practice. Classroom-based learning has substantial impact on professional identity formation at an individual and collective level.

The Construction of Early Career Teachers' Identities: Coping or Managing?

ERIC Educational Resources Information Center

Hong, Ji; Day, Christopher; Greene, Barbara

2018-01-01

This paper examines how early career teachers cope with or manage the challenges that they experience during the transition from pre-service to the first and then the second year of teaching as they seek to establish stable, positive, professional identities and teach effectively in various school and policy contexts. Findings from three waves of…

Just like My Nanny: Troubling Teacher's Social Identities in the Classroom

ERIC Educational Resources Information Center

Tan, Edna

2013-01-01

Teacher-researcher narrative accounts are essential and insightful for the science education field, yet they are few and far-between. In this forum, I engage in dialogue with Nicole Grimes's auto-ethnographic narrative on the affordances her femme-Caribbean identity allowed for some students to engage more deeply in science. While I agree with and…

Using case method to explicitly teach formative assessment in preservice teacher science education

NASA Astrophysics Data System (ADS)

Bentz, Amy Elizabeth

The process of formative assessment improves student understanding; however, the topic of formative assessment in preservice education has been severely neglected. Since a major goal of teacher education is to create reflective teaching professionals, preservice teachers should be provided an opportunity to critically reflect on the use of formative assessment in the classroom. Case method is an instructional methodology that allows learners to engage in and reflect on real-world situations. Case based pedagogy can play an important role in enhancing preservice teachers' ability to reflect on teaching and learning by encouraging alternative ways of thinking about assessment. Although the literature on formative assessment and case methodology are extensive, using case method to explore the formative assessment process is, at best, sparse. The purpose of this study is to answer the following research questions: To what extent does the implementation of formative assessment cases in methods instruction influence preservice elementary science teachers' knowledge of formative assessment? What descriptive characteristics change between the preservice teachers' pre-case and post-case written reflection that would demonstrate learning had occurred? To investigate these questions, preservice teachers in an elementary methods course were asked to reflect on and discuss five cases. Pre/post-case data was analyzed. Results indicate that the preservice teachers modified their ideas to reflect the themes that were represented within the cases and modified their reflections to include specific ideas or examples taken directly from the case discussions. Comparing pre- and post-case reflections, the data supports a noted change in how the preservice teachers interpreted the case content. The preservice teachers began to evaluate the case content, question the lack of formative assessment concepts and strategies within the case, and apply formative assessment concepts and

SUPPORTING TEACHERS IN IMPLEMENTING FORMATIVE ASSESSMENT PRACTICES IN EARTH SYSTEMS SCIENCE

NASA Astrophysics Data System (ADS)

Harris, C. J.; Penuel, W. R.; Haydel Debarger, A.; Blank, J. G.

2009-12-01

An important purpose of formative assessment is to elicit student thinking to use in instruction to help all students learn and inform next steps in teaching. However, formative assessment practices are difficult to implement and thus present a formidable challenge for many science teachers. A critical need in geoscience education is a framework for providing teachers with real-time assessment tools as well as professional development to learn how to use formative assessment to improve instruction. Here, we describe a comprehensive support system, developed for our NSF-funded Contingent Pedagogies project, for addressing the challenge of helping teachers to use formative assessment to enhance student learning in middle school Earth Systems science. Our support system is designed to improve student understanding about the geosphere by integrating classroom network technology, interactive formative assessments, and contingent curricular activities to guide teachers from formative assessment to instructional decision-making and improved student learning. To accomplish this, we are using a new classroom network technology, Group Scribbles, in the context of an innovative middle-grades Earth Science curriculum called Investigating Earth Systems (IES). Group Scribbles, developed at SRI International, is a collaborative software tool that allows individual students to compose “scribbles” (i.e., drawings and notes), on “post-it” notes in a private workspace (a notebook computer) in response to a public task. They can post these notes anonymously to a shared, public workspace (a teacher-controlled large screen monitor) that becomes the centerpiece of group and class discussion. To help teachers implement formative assessment practices, we have introduced a key resource, called a teaching routine, to help teachers take advantage of Group Scribbles for more interactive assessments. Routine refers to a sequence of repeatable interactions that, over time, become

Teachers as Professionals and Teachers' Identity Construction as an Ecological Construct: An Agenda for Research and Training Drawing upon a Biographical Research Process

ERIC Educational Resources Information Center

Lopes, Amelia

2009-01-01

The study of teacher identity developed greatly during the 1990s and, in a way, replaced other studies on teacher professionalism. Highlighting the interactions, emotions and cognitions in their everyday expression, these studies contributed to making visible the role of specific communities of professionals in valuing and improving professional…

A Crisis of Professional Identity: How Primary Teachers Are Coming to Terms with Changing Views of Literacy

ERIC Educational Resources Information Center

McDougall, Jenny

2010-01-01

As definitions of literacy become conceptualized, so too do constructions of the primary teacher's identity. This study analyses the discourses that emerged from interviews with a group of Australian primary teachers who talked about their reactions to teaching media. Teachers who embraced this area of learning had a more futures-oriented view of…

Young Women's Scientific Identity Formation in an Urban Context.

ERIC Educational Resources Information Center

Brickhouse, Nancy W.; Potter, Jennifer T.

2001-01-01

Examines the scientific identity formation of two young women of color who attended an urban vocational high school. Describes how the experience of marginalization can make membership in a science school community impossible or undesirable. (Author/MM)

Linking Delinquency and Personal Identity Formation across Adolescence: Examining Between- and Within-Person Associations

ERIC Educational Resources Information Center

Mercer, Natalie; Crocetti, Elisabetta; Branje, Susan; van Lier, Pol; Meeus, Wim

2017-01-01

Adolescent delinquency and identity formation have both been described in relation to the confusion, doubt, and need for individuation and autonomy faced by adolescents. While theoretical conceptualizations (e.g., Erikson, 1968; Moffitt, 1993) suggest that delinquency and identity formation might be developmentally intertwined across adolescence,…

Measuring Self-Perceptions of Creative Identity: A Cross-Cultural Comparison of the Creative Identities of Pre-Service Music Teachers in the US and Australia

ERIC Educational Resources Information Center

Randles, Clint; Ballantyne, Julie

2018-01-01

The purpose of this study was to examine and compare the creative musical identities of pre-service music education students in the US and Australia. This work builds on prior work that has employed similar procedures with pre-service music teachers (PSMTs) in England and Finland. As in prior research, the creative identity in music (CIM) measure…

Transformative Learning and Professional Identity Formation During International Health Electives: A Qualitative Study Using Grounded Theory.

PubMed

Sawatsky, Adam P; Nordhues, Hannah C; Merry, Stephen P; Bashir, M Usmaan; Hafferty, Frederic W

2018-03-27

International health electives (IHEs) are widely available during residency and provide unique experiences for trainees. Theoretical models of professional identity formation and transformative learning may provide insight into residents' experiences during IHEs. The purpose of this study was to explore transformative learning and professional identity formation during resident IHEs and characterize the relationship between transformative learning and professional identity formation. The authors used a constructivist grounded theory approach, with the sensitizing concepts of transformative learning and professional identity formation to analyze narrative reflective reports of residents' IHEs. The Mayo International Health Program supports residents from all specialties across three Mayo Clinic sites. In 2015, the authors collected narrative reflective reports from 377 IHE participants dating from 2001-2014. Reflections were coded and themes were organized into a model for transformative learning during IHEs, focusing on professional identity. Five components of transformative learning were identified during IHEs: a disorienting experience; an emotional response; critical reflection; perspective change; and a commitment to future action. Within the component of critical reflection three domains relating to professional identity were identified: making a difference; the doctor-patient relationship; and medicine in its "purest form." Transformation was demonstrated through perspective change and a commitment to future action, including continued service, education, and development. IHEs provide rich experiences for transformative learning and professional identity formation. Understanding the components of transformative learning may provide insight into the interaction between learner, experiences, and the influence of mentors in the process of professional identity formation.

Perceived Teacher Self-Efficacy of Teacher Candidates Enrolled in the Pedagogical Formation Certificate Program

ERIC Educational Resources Information Center

Güngör, Sabri; Özdemir, Yalçin

2017-01-01

This study aims to determine the variables affecting teacher candidates' perceived self-efficacy levels. The study was conducted with 560 students who attended the pedagogical formation programs, a type of teacher training program, run by two different universities in Turkey during the academic year of 2016-2017. The data was obtained by Teachers'…

Integrating Service-Learning Pedagogy for Preservice Elementary Teachers' Science Identity Development

NASA Astrophysics Data System (ADS)

Wilson, Rachel E.; Bradbury, Leslie U.; McGlasson, Martha A.

2015-04-01

The purpose of this article is to explore how preservice elementary teachers (PSETs) interpreted their service-learning experiences within a pre-methods environmentally focused course and how their interpretations shaped their science teaching identities. Along a continuum of service-learning experiences were events that emphasized science learning, that focused on science teaching, and that were transitional, with elements of both science learning and science teaching. These various service-learning experiences were designed to be "boundary experiences" for professional identity development (Geijsel & Meijers in Educational Studies, 3(4), 419-430, 2005), providing opportunities for PSETs to reflect on meanings in cultural contexts and how they are related to their own personal meanings. We analyzed written reflections and end-of-course oral reflection interviews from 42 PSETs on their various service-learning experiences. PSETs discussed themes related to the meanings they made of the service-learning experiences: (a) experiencing science in relation to their lives as humans and future teachers, (b) interacting with elementary students and other PSETs, and (c) making an impact in the physical environment and in the community. The connections that PSETs were making between the discursive spaces (service-learning contexts) and their own meaning-making of these experiences (as connected to their own interests in relation to their future professions and daily lives) shows evidence of the potential that various types of science service-learning experiences have for PSETs in developing inbound science teaching identity trajectories (Wenger in Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press, 1998). The findings of this study point to positive outcomes for PSETs when they participate in structured service-learning experiences along a learning to teaching continuum (246).

Media Engagement and Identity Formation Among Minority Youth.

PubMed

Mayhew, Amy; Weigle, Paul

2018-04-01

Clinicians who work with youth should understand how they engage with screen media, including differences between ethnic groups, and how to maximize its positive potential and minimize negative consequences. This article presents data summarizing patterns of media use by youth, with an emphasis on European Americans, African Americans, and Hispanic Americans. The authors explain how identity formation and social identity theory relate to online influences, benefits, and risks of online engagement, including those specific to minority populations. The authors clarify how child mental health professionals may use this information to better treat patients and their families. Copyright © 2017 Elsevier Inc. All rights reserved.

Negotiating Contradictions in Developing Teacher Identity during the EAL Practicum in Australia

ERIC Educational Resources Information Center

Nguyen, Minh Hue

2017-01-01

This paper reports on how Maria (pseudonym), a non-native English speaker (NNES) and preservice teacher (PST) of English as an additional language (EAL), developed her professional identity during the practicum in an Australian secondary school. Drawing on activity theory, the study identified contradictions in Maria's practicum activity and…

From Laura Ingalls to Wing Biddlebaum: A Study of Teacher Identity in Works of Literature

ERIC Educational Resources Information Center

Muchmore, James A.

2010-01-01

The purpose of this study is to systemically analyze the types of teachers that appear in works of literature, and to explore the various teacher identities that are depicted. The data consists of 44 works of literature representing a wide variety of genres, settings, cultures, and historical periods. They include 20 adult novels, 6 young adult…

Creating cohesion from diversity: the challenge of collective identity formation in the global justice movement.

PubMed

Fominaya, Cristina Flesher

2010-01-01

Collective identity formation is important because it plays a crucial role in sustaining movements over time. Studying collective identity formation in autonomous groups in the Global Justice Movement poses a challenge because they encompass a multiplicity of identities, ideologies, issues, frames, collective action repertoires, and organizational forms. This article analyzes the process of collective identity formation in three anti-capitalist globalization groups in Madrid, Spain, based on 3 years of ethnographic fieldwork. The author argues that for new groups practicing participatory democracy the regular face-to-face assemblies are the crucial arena in which collective identity can form and must be both effective and participatory in order to foster a sense of commitment and belonging. The article raises the possibility that scholars should consider what seems to be an oxymoron: the possible benefits of "failure" for social movements.

The Relevance of a Migration Background to the Professional Identity of Teachers

ERIC Educational Resources Information Center

Bressler, Christoph; Rotter, Carolin

2017-01-01

Immigrant teachers face several specific expectations from policy makers, colleagues, as well as the media. Often new hopes are pinned on them for teaching (ethnically) diverse learners. Their professional identity is inevitably linked to these expectations. In this regard, this paper discusses the findings of a qualitative study exploring the…

Language, Identity, and Emotionality: Exploring the Potential of Language Portraits in Preparing Teachers for Diverse Learners

ERIC Educational Resources Information Center

Lau, Sunny Man Chu

2016-01-01

The present study, framed from a critical and transformative approach to teacher education, aims to investigate whether language portraits (Prasad, 2010)--the mapping of one's language and cultural make-up on a body template--can help improve student teachers' self-understanding about language and identities and can foster critical reflection…

Latina high school students figured world of STEM: Identity formation in formal and informal communities of practice

NASA Astrophysics Data System (ADS)

Alcantara, Minosca Victoria

In the United States, the education and skill levels of the American population are not measuring up to the growing demands of the STEM workplace. The Bureau of Labor Statistics (BLS) (2007) projects that over the next 20 years, there will be an estimated shortage of 21 million skilled workers. STEM professions (those in Science, Technology, Engineering, and Mathematics), will continue to lead this workforce growth. However, fewer students are majoring in these areas of critical need, particularly women and minorities. Only a small fraction of U.S.-born scientists and engineers training to fill these positions are members of underrepresented minorities (Latino, Black, and American Indian/Native Alaskan students), yet this same population is expected to experience the greatest growth over the next several decades. Using qualitative methods, I explore the role formal and informal communities of practice play in either motivating or hindering Latinas' interest in STEM career. I use the narratives of 16 low-income, urban Latina high school seniors to provide a counternarrative as to the reasons for these underrepresentation. Teachers in the U.S. play a significant role in the reproduction of the culturally prototypical conception of math and science students; the best and brightest in the school. Teachers' role in positioning Latina students in honors/gifted programs based on their perceptions of students' characteristics and their recommendations for placement in honors classes/ programs, STEM extracurricular activities and summer programs are critical to Latina's "good student" identity formation which has a significant role in their motivation or erasure of STEM identities. Latinas in this study strongly identified with their school and were very concerned in maintaining their good student identities. They defined academic success based on the grades they obtained and the colleges they were accepted into. I propose an identity model, L-STEM which highlight the power

Becoming a Doctor in Different Cultures: Toward a Cross-Cultural Approach to Supporting Professional Identity Formation in Medicine.

PubMed

Helmich, Esther; Yeh, Huei-Ming; Kalet, Adina; Al-Eraky, Mohamed

2017-01-01

Becoming a doctor is fundamentally about developing a new, professional identity as a physician, which in and of itself may evoke many emotions. Additionally, medical trainees are increasingly moving from one cultural context to another and are challenged with navigating the resulting shifts in their professional identify. In this Article, the authors aim to address medical professional identity formation from a polyvocal, multidisciplinary, cross-cultural perspective. They delineate the cultural approaches to medical professionalism, reflect on professional identity formation in different cultures and on different theories of identity development, and advocate for a context-specific approach to professional identity formation. In doing so, the authors aim to broaden the developing professional identity formation discourse to include non-Western approaches and notions.

Performers and Postulates: The Role of Evolving Socio-Historical Contexts in Shaping New Teacher Professional Identities

ERIC Educational Resources Information Center

Leonard, Simon N.; Roberts, Philip

2014-01-01

In this article we investigate the generative causes of variation in the professional identity of new teachers. Building on previous work that has shown a link between professional identity and socio-political context, we argue that the context experienced in late adolescence and early adulthood is particularly significant in shaping how beginning…

Professional Identity and Engagement among Newly Qualified Teachers in Times of Uncertainty

ERIC Educational Resources Information Center

Correa Gorospe, José Miguel; Martínez-Arbelaiz, Asunción; Fernández-Olaskoaga, Lorea

2018-01-01

Social, political and economic conditions shape a context of permanent flux where early childhood education teachers have to join the labour market and build their professional identity while facing numerous challenges. The aim of this study is to investigate the effects that a changing world and precarious job conditions can have on newly…

Professional Identity Development of Teacher Candidates Participating in an Informal Science Education Internship: A Focus on Drawings as Evidence

ERIC Educational Resources Information Center

Katz, Phyllis; McGinnis, J. Randy; Hestness, Emily; Riedinger, Kelly; Marbach-Ad, Gili; Dai, Amy; Pease, Rebecca

2011-01-01

This study investigated the professional identity development of teacher candidates participating in an informal afterschool science internship in a formal science teacher preparation programme. We used a qualitative research methodology. Data were collected from the teacher candidates, their informal internship mentors, and the researchers. The…

Chinese Preservice Teachers' Professional Identity Links with Education Program Performance: The Roles of Task Value Belief and Learning Motivations.

PubMed

Zhang, Yan; Hawk, Skyler T; Zhang, Xiaohui; Zhao, Hongyu

2016-01-01

Professional identity is a key issue spanning the entirety of teachers' career development. Despite the abundance of existing research examining professional identity, its link with occupation-related behavior at the primary career stage (i.e., GPA in preservice education) and the potential process that underlies this association is still not fully understood. This study explored the professional identity of Chinese preservice teachers, and its links with task value belief, intrinsic learning motivation, extrinsic learning motivation, and performance in the education program. Grade-point average (GPA) of courses (both subject and pedagogy courses) was examined as an indicator of performance, and questionnaires were used to measure the remaining variables. Data from 606 preservice teachers in the first 3 years of a teacher-training program indicated that: (1) variables in this research were all significantly correlated with each other, except the correlation between intrinsic learning motivation and program performance; (2) professional identity was positively linked to task value belief, intrinsic and extrinsic learning motivations, and program performance in a structural equation model (SEM); (3) task value belief was positively linked to intrinsic and extrinsic learning motivation; (4) higher extrinsic (but not intrinsic) learning motivation was associated with increased program performance; and (5) task value belief and extrinsic learning motivation were significant mediators in the model.

The Role of Identity in Reading Comprehension Development

ERIC Educational Resources Information Center

Hall, Leigh A.

2016-01-01

The purpose of this year-long project was to examine an instructional framework intended to help middle school teachers create instruction that responds to students' reading identities while also helping students learn the skills they need to be successful readers. The project used a formative design approach in order to achieve 3 pedagogical…

Examining the Gender Identity of Language Teachers Using a Masculinity-Femininity Scale: A Case from Iran

ERIC Educational Resources Information Center

Pishghadam, Reza; Saboori, Fahime; Samavarchi, Laila; Hassanzadeh, Tahereh

2016-01-01

The present study pursued two goals: first, to construct and validate a masculinity/femininity scale (MFS); and second, to reveal and compare the dominant gender identity of English, Arabic, and Persian teachers. Regarding the first goal, a 30- item gender identity scale was designed and, using the data collected from 300 junior high school…

Teachers as Writers, Writers as Teachers: A Narrative Inquiry into Teachers' Perceptions of Self as Teachers, Writers, and Teachers of Writing

ERIC Educational Resources Information Center

Dillahunty, Donna Carol

2013-01-01

The purpose of this study was to explore, narratively, teachers' perceptions of self/identity as teachers, as writers, as teachers of writing, and how those perceptions shaped the instructional practices of teachers. Basing the study in research on writing theorists, identity, experience, and reflection, narrative inquiry in the tradition of…

Formative Assessment Professional Development: Impact on Teacher Practice

ERIC Educational Resources Information Center

DiBiase, Deborah

2014-01-01

With increasing demands on student achievement as set forth by the No Child Left Behind Act (NCLB) (2001), teachers are the catalyst for improving their students' performance (Marzano, 2000). Existing studies on the use of formative assessment as a process by which teachers elicit information of their students' progress and use that information to…

Limitations of Language: Developing Arts-Based Creative Narrative in Stories of Teachers' Identities

ERIC Educational Resources Information Center

Leitch, Ruth

2006-01-01

This paper is based on a multidimensional study employing a heuristic methodology termed "creative narrative" that combines arts-based methods with narrative inquiry. Six female teachers' narratives of identity are explored through artistic, visual images to illuminate if and how they story "unconscious". The creative narratives, illuminated…

Adolescent Girls' STEM Identity Formation and Media Images of STEM Professionals: Considering the Influence of Contextual Cues.

PubMed

Steinke, Jocelyn

2017-01-01

Popular media have played a crucial role in the construction, representation, reproduction, and transmission of stereotypes of science, technology, engineering, and mathematics (STEM) professionals, yet little is known about how these stereotypes influence STEM identity formation. Media images of STEM professionals may be important sources of information about STEM and may be particularly salient and relevant for girls during adolescence as they actively consider future personal and professional identities. This article describes gender-stereotyped media images of STEM professionals and examines theories to identify variables that explain the potential influence of these images on STEM identity formation. Understanding these variables is important for expanding current conceptual frameworks of science/STEM identity to better determine how and when cues in the broader sociocultural context may affect adolescent girls' STEM identity. This article emphasizes the importance of focusing on STEM identity relevant variables and STEM identity status to explain individual differences in STEM identity formation.

Adolescent Girls’ STEM Identity Formation and Media Images of STEM Professionals: Considering the Influence of Contextual Cues

PubMed Central

Steinke, Jocelyn

2017-01-01

Popular media have played a crucial role in the construction, representation, reproduction, and transmission of stereotypes of science, technology, engineering, and mathematics (STEM) professionals, yet little is known about how these stereotypes influence STEM identity formation. Media images of STEM professionals may be important sources of information about STEM and may be particularly salient and relevant for girls during adolescence as they actively consider future personal and professional identities. This article describes gender-stereotyped media images of STEM professionals and examines theories to identify variables that explain the potential influence of these images on STEM identity formation. Understanding these variables is important for expanding current conceptual frameworks of science/STEM identity to better determine how and when cues in the broader sociocultural context may affect adolescent girls’ STEM identity. This article emphasizes the importance of focusing on STEM identity relevant variables and STEM identity status to explain individual differences in STEM identity formation. PMID:28603505

Multiple Dimensions of Teacher Identity Development from Pre-Service to Early Years of Teaching: A Longitudinal Study

ERIC Educational Resources Information Center

Hong, Ji; Greene, Barbara; Lowery, Jennifer

2017-01-01

Based on dialogical self theory framework that highlights three dimensions of identity construction (multiplicity vs. unity; social vs. individual; discontinuity vs. continuity), this study explored multiple aspects of teacher identity development over time, in relation to the unity of self, the way the social environment is negotiated, and the…

`You Have to Give Them Some Science Facts': Primary Student Teachers' Early Negotiations of Teacher Identities in the Intersections of Discourses About Science Teaching and About Primary Teaching

NASA Astrophysics Data System (ADS)

Danielsson, Anna T.; Warwick, Paul

2014-04-01

In the broadest sense, the goal for primary science teacher education could be described as preparing these teachers to teach for scientific literacy. Our starting point is that making such science teaching accessible and desirable for future primary science teachers is dependent not only on their science knowledge and self-confidence, but also on a whole range of interrelated sociocultural factors. This paper aims to explore how intersections between different Discourses about primary teaching and about science teaching are evidenced in primary school student teachers' talk about becoming teachers. The study is founded in a conceptualisation of learning as a process of social participation. The conceptual framework is crafted around two key concepts: Discourse (Gee 2005) and identity (Paechter, Women's Studies International Forum, 26(1):69-77, 2007). Empirically, the paper utilises semi-structured interviews with 11 primary student teachers enrolled in a 1-year Postgraduate Certificate of Education course. The analysis draws on five previously identified teacher Discourses: `Teaching science through inquiry', `Traditional science teacher', `Traditional primary teacher', `Teacher as classroom authority', and `Primary teacher as a role model' (Danielsson and Warwick, International Journal of Science Education, 2013). It explores how the student teachers, at an early stage in their course, are starting to intersect these Discourses to negotiate their emerging identities as primary science teachers.

Connections: Examining African American Teachers' Religious Identities and Teacher Identities

ERIC Educational Resources Information Center

Whitfield, Victoria Michelle

2013-01-01

This study compares the pedagogical practices of African American Sunday school teachers and their secondary English/Language Arts pedagogical practices. The major purpose of this study is to determine if there is a connection between African American Sunday school teachers' pedagogical practices and their pedagogical practices within the…

Perceptions about the Dominance of English as a Global Language: Impact on Foreign-Language Teachers' Professional Identity

ERIC Educational Resources Information Center

Gayton, Angela Mary

2016-01-01

Using a novel theoretical framework that incorporates teacher identity, a school as community of practice, and English as a global language from a linguistic-imperialism perspective, this qualitative interview study with foreign-language teachers in Scotland, France, and Germany (N = 13) explores connections between foreign-language-learning…

Science Teacher Identity and Eco-Transformation of Science Education: Comparing Western Modernism with Confucianism and Reflexive "Bildung"

ERIC Educational Resources Information Center

Sjöström, Jesper

2018-01-01

This forum article contributes to the understanding of how science teachers' identity is related to their worldviews, cultural values and educational philosophies, and to eco-transformation of science education. Special focus is put on "reform-minded" science teachers. The starting point is the paper "Science education reform in…

The roles of identity formation and moral identity in college student mental health, health-risk behaviors, and psychological well-being.

PubMed

Hardy, Sam A; Francis, Stephen W; Zamboanga, Byron L; Kim, Su Yeong; Anderson, Spencer G; Forthun, Larry F

2013-04-01

This study examined the roles of identity formation and moral identity in predicting college student mental health (anxiety and depressive symptoms), health-risk behaviors (hazardous alcohol use and sexual risk taking), and psychological well-being (self-esteem and meaning). The sample comprised 9,500 college students (aged 18-25 years, mean = 19.78, standard deviation = 1.61; 73% female; 62% European American), from 31 different universities, who completed an online self-report survey. Structural equation models found that identity maturity (commitment making and identity synthesis) predicted 5 of the health outcomes (except sexual risk taking), and moral identity predicted all of the health outcomes. In most cases identity maturity and moral identity also interacted in predicting mental health and psychological well-being, but not health-risk behaviors. The maturity and specific contents of identity may both play unique and often interactive roles in predicting college student health. Thus, college student health might be bolstered by helping them establish appropriate identity commitments. © 2012 Wiley Periodicals, Inc.

Positioning Teachers: A Discourse Analysis of Russian and American Teacher Identities in the Context of Changing National Assessment Mandates

ERIC Educational Resources Information Center

Ignatieva, Raisa P.

2011-01-01

The purpose of the study was to uncover the cultural beliefs and values that underlie American and Russian teachers' representations of their professional identities and their understanding of power in education in the context of globally disseminated education reforms and current educational mandates--the No Child Left Behind Act of 2001 (NCLB)…

"I Do Not Like What I Am Becoming But…": Transforming the Identity of Head Teachers in Catalonia

ERIC Educational Resources Information Center

Collet-Sabé, Jordi

2017-01-01

The aim of this article is to elucidate how a new system of school and teacher assessment in Catalonia is transforming the conceptions, practices and identity of head teachers, especially younger ones. It begins by considering the impact of global neoliberal policies on educational practices, highlighting their Foucauldian productive nature. It…

The Influence of Informal Science Education Experiences on the Development of Two Beginning Teachers' Science Classroom Teaching Identity

NASA Astrophysics Data System (ADS)

Katz, Phyllis; Randy McGinnis, J.; Riedinger, Kelly; Marbach-Ad, Gili; Dai, Amy

2013-12-01

In case studies of two first-year elementary classroom teachers, we explored the influence of informal science education (ISE) they experienced in their teacher education program. Our theoretical lens was identity development, delimited to classroom science teaching. We used complementary data collection methods and analysis, including interviews, electronic communications, and drawing prompts. We found that our two participants referenced as important the ISE experiences in their development of classroom science identities that included resilience, excitement and engagement in science teaching and learning-qualities that are emphasized in ISE contexts. The data support our conclusion that the ISE experiences proved especially memorable to teacher education interns during the implementation of the No Child Left Behind policy which concentrated on school-tested subjects other than science.

Co-Constructed Identities and Literacy Practices: How Identities of One Teacher and Her First Grade Students Are Enacted and Co-Constructed through Literacy Practices and a Third Space

ERIC Educational Resources Information Center

Ramlal, Sasha R.

2014-01-01

This dissertation explored how identities of students and a teacher in a first grade classroom were co-constructed through various literacy practices and within a third space. Drawing on research that documented the strong connection between literacy and identity and its socio-cultural connections, this qualitative study incorporates ethnographic…

Education for National Identity: Arab Schools Principals and Teachers Dilemmas and Coping Strategies

ERIC Educational Resources Information Center

Arar, Khalid; Ibrahim, Fadia

2016-01-01

This article discusses strategies used by Arab principals and teachers in Israel to cope with dilemmas involved in education for national identity stemming from conflict between two national narratives. While the Israeli Ministry of Education expects the Arab education system to educate students according to the Jewish State's values, Palestinian…

Teacher Learning of Technology Enhanced Formative Assessment

NASA Astrophysics Data System (ADS)

Feldman, Allan; Capobianco, Brenda M.

2008-02-01

This study examined the integration of technology enhanced formative assessment (FA) into teachers' practice. Participants were high school physics teachers interested in improving their use of a classroom response system (CRS) to promote FA. Data were collected using interviews, direct classroom observations, and collaborative discussions. The physics teachers engaged in collaborative action research (AR) to learn how to use FA and CRS to promote student and teacher learning. Data were analyzed using open coding, cross-case analysis, and content analysis. Results from data analysis allowed researchers to construct a model for knowledge skills necessary for the integration of technology enhanced FA into teachers' practice. The model is as a set of four technologies: hardware and software; methods for constructing FA items; pedagogical methods; and curriculum integration. The model is grounded in the idea that teachers must develop these respective technologies as they interact with the CRS (i.e., hardware and software, item construction) and their existing practice (i.e., pedagogical methods, curriculum). Implications are that for teachers to make FA an integral part of their practice using CRS, they must: 1) engage in the four technologies; 2) understand the nature of FA; and 3) collaborate with other interested teachers through AR.

Educational Policy or Practice? Traversing the Conceptual Divide between Subject Knowledge, Pedagogy and Teacher Identity in England

ERIC Educational Resources Information Center

Woolhouse, Clare; Cochrane, Matt

2015-01-01

This research paper is framed by concerns about recent UK Government policy regarding the training of mathematics and science teachers in England and discusses how two cohorts of pre-service teachers negotiated the development of a professional identity while undertaking subject-specific training. The data reported upon were garnered in two ways;…

Identity formation and social maladaptation in foster adolescents.

PubMed

Yancey, A K

1992-01-01

The literature on identity formation in individuals from socially devalued racial and ethnic groups in the United States is summarized. Implications are discussed for a particular segment of at-risk adolescents--those in foster care residential group homes--who have received little published attention. The majority, in large urban centers, are African-American or Latino. These young people bear a disproportionate burden of such societal problems as unintended pregnancy and childbearing, academic underachievement and early educational discontinuation, substance abuse, and, ultimately, homelessness and more individually and socially costly forms of dependency (criminal justice, welfare, or mental health systems). It is postulated that their social maladaptation is reflective of identity disturbances created by the negative images of African-Americans and Latinos perpetuated by the dominant society and unfiltered by optimal parental racial socialization.

Inquiry practice and identity of beginning secondary science teachers in the online and offline learning community: A longitudinal mixed methods study

NASA Astrophysics Data System (ADS)

Bang, Eunjin

This two-year study explored changes in practices and the emerging identities of beginning secondary science teachers who participated in an online science specific mentoring program. Fourteen beginning secondary science teachers and six experienced secondary science teachers were selected for the study. As a mixed methods study, data were gathered quantitatively and qualitatively. A hierarchical linear modeling was used in order to depict the changes in inquiry-based science practices as a result of content-focused online mentoring program. Qualitative data were collected via monthly semi-structured interviews, pre, post, and follow-up yearly semi-structured interviews, and finally online written dialogues of beginning secondary science teachers and their e-mentors. A mixed method was used that utilized the results of quantitative data, Items for Inquiry-Based Practice (IBP) scores, helped for selecting cases for qualitative analysis. Results indicated that there were no significant differences in IBP scores among the fourteen beginning secondary science teachers; however, three groups were detected: increasing use, no change, and decreasing use in inquiry-based practices. Porsha, who made increasing use, showed four emerging identities throughout two years: watchful-imitator, seeker, collaborator, and junior-leader. Nora, who made no change, showed only two emerging identities: imitator and seeker. Netty, who made decreasing use, showed also two emerging identities: lonely-follower and feeder. Different identities detected in online dialogue, namely Porsha as a whistleblower, Nora as a watchful-imitator, and Netty as a watchful-feeder. The corresponding responses of three beginning secondary science teachers' e-mentors were defender, provider, listener, pusher and umpire. This study provides not only an in-depth picture of the contemporary science education community of practice but also suggest a roadmap to design an effective induction program.

Enactment of Teacher Identity in Resolving Student Disagreements in Small Group Peer Interactions

ERIC Educational Resources Information Center

Sharma, Bal Krishna

2013-01-01

This study presents a sequential analysis of the enactment of teacher identity in closing disagreements among students in small group peer interactions in an advanced academic writing class. In doing so, it discusses: (a) the micro-details of how oppositional stances and opinions are constructed, challenged and/or defended; (b) the sequential…

A Foot in Many Camps: Literacy Teacher Educators Acquiring Knowledge across Many Realms and Juggling Multiple Identities

ERIC Educational Resources Information Center

Kosnik, Clare; Menna, Lydia; Dharamshi, Pooja; Miyata, Cathy; Beck, Clive

2013-01-01

This study involved 28 literacy/English teachers in four countries: Canada, the USA, the UK and Australia. The goal of the study was to examine their backgrounds, knowledge, research activities, identity and support within the university. The teacher educators had a range of classroom teaching experience which they drew on in many ways. Most went…

Grounding formative assessment in high-school chemistry classrooms: Connections between professional development and teacher practice

NASA Astrophysics Data System (ADS)

Cisterna Alburquerque, Dante Igor

This study describes and analyzes the experiences of two high-school chemistry teachers who participated in a team-based professional development program to learn about and enact formative assessment in their classrooms. The overall purpose of this study is to explain how participation in this professional development influenced both teachers' classroom enactment of formative assessment practices. This study focuses on 1) teachers' participation in the professional development program, 2) teachers' enactment of formative assessment, and 3) factors that enabled or hindered enactment of formative assessment. Drawing on cultural-historical activity theory (CHAT) and using evidence from teacher lessons, teacher interviews, professional development meetings as data sources, this single embedded case study analyzes how these two teachers who participated in the same learning team and have similar characteristics (i.e., teaching in the same school, teaching the same courses and population of students, and using the same materials) differentially used the professional development learning about formative assessment as mediating tools to improve their classroom instruction. The learning team experience contributed to both teachers' development of a better understanding of formative assessment---especially in recognizing that their current grading and assessment practices were not appropriate to promote student learning---and the co-creation of artifacts to gather evidence of students' ideas. Although both teachers demonstrated understanding about how formative assessment may serve to promote student learning and had a set of tools available to utilize for formative assessment use, they did not enact these tools in the same way. One teacher appropriated formative assessment as mediating tool to verify if the students were following her explanations, and to check if the students were able to provide the correct response. The other teacher used the mediating tool to promote

One Teacher's Identity, Emotions, and Commitment to Change: A Case Study into the Cognitive-Affective Processes of a Secondary School Teacher in the Context of Reforms

ERIC Educational Resources Information Center

van Veen, Klaas; Sleegers, Peter; van de Ven, Piet-Hein

2005-01-01

This paper presents a cognitive social-psychological theoretical framework on emotions, derived from Richard Lazarus, to understand how teachers' identity can be affected in a context of reforms. The emphasis of this approach is on the cognitive-affective processes of individual teachers, enabling us to gain a detailed understanding of what…

Science teacher development and the lens of social media: An investigation into the identity and influences upon the development of elementary pre-service science teachers

NASA Astrophysics Data System (ADS)

Wall, Steven D.

Pre-service teacher education is committed to the cultivation of different forms of competency that include, but are not limited to, content knowledge and pedagogical skill (Levin, Hammer, & Coffey, 2009; Yerrick, 2005). While advances in practice have been made, pre-service elementary teachers (PS-ESTs) continue to exhibit anxiety and doubt about self-efficacy in science teaching. Teacher education is designed to encourage PS-ESTs to formulate useful practices, but PS-ESTs must first overcome limitations and anxiety generated by past, personal experiences and an acknowledged discomfort with science. While this goal is accomplished through contexts designed with that intent (e.g. methods courses, field experiences), challenges remain. Twenty-first century elementary teacher education research needs to examine influences associated with individual identities within specific roles (Gee, 2000), teaching and learning contexts and their inherent influences, and interactions that are enhanced by the increasing presence and influence of social networks. To examine and better understand identity, contexts, and interactional influences, blogs from two cohorts of PS-ESTs were examined to better understand how teacher education practices influenced PS-ESTs and to determine PS-ESTs beliefs about the teacher's role. The study was designed to answer the following research questions: "What is learned about the identity of PS-ESTs authored through social media, what contextual influences are acknowledged by PS-ESTs, and what interactions are occurring and what roles are they playing in the development of PS-ESTs?" This study used grounded theory and perceptual control theory (PCT) to analyze and reduce data to make assertions about PS-ESTs' development as teachers and influences upon their practices. Findings illuminated components of PS-EST teaching identities and suggested multiple implications within different domains, including the role of PST understandings of science

How Vocational Teachers Describe Their Vocational Teacher Identity

ERIC Educational Resources Information Center

Köpsén, Susanne

2014-01-01

Given the current demands of Swedish vocational education and the withdrawal of the requirement for formal teacher competence in vocational subject teachers, the aim of this article is to develop knowledge of what it means to be a vocational subject teacher in an upper secondary school, i.e. how vocational subject teachers describe their…

Professional Identity Formation and the Clinician-Scientist: A Paradigm for a Clinical Career Combining Two Distinct Disciplines.

PubMed

Rosenblum, Norman D; Kluijtmans, Manon; Ten Cate, Olle

2016-12-01

The clinician-scientist role is critical to the future of health care, and in 2010, the Carnegie Report on Educating Physicians focused attention on the professional identity of practicing clinicians. Although limited in number, published studies on the topic suggest that professional identity is likely a critical factor that determines career sustainability. In contrast to clinicians with a singular focus on clinical practice, clinician-scientists combine two major disciplines, clinical medicine and scientific research, to bridge discovery and clinical care. Despite its importance to advancing medical practice, the clinician-scientist career faced a variety of threats, which have been identified recently by the 2014 National Institutes of Health Physician Scientist Workforce. Yet, professional identity development in this career pathway is poorly understood. This Perspective focuses on the challenges to the clinician-scientist's professional identity and its development. First, the authors identify the particular challenges that arise from the different cultures of clinical care and science and the implications for clinician-scientist professional identity formation. Next, the authors synthesize insights about professional identity development within a dual-discipline career and apply their analysis to a discussion about the implications for clinician-scientist identity formation. Although not purposely developed to address identity formation, the authors highlight those elements within clinician-scientist training and career development programs that may implicitly support identity development. Finally, the authors highlight a need to identify empirically the elements that compose and determine clinician-scientist professional identity and the processes that shape its formation and sustainability.

Searching for Mirrors: Preservice Teachers' Journey toward More Culturally Relevant Pedagogy

ERIC Educational Resources Information Center

Christ, Tanya; Sharma, Sue Ann

2018-01-01

Culturally relevant text selection and pedagogy support students' motivation, engagement, literacy outcomes, and positive identity formation. Nevertheless, there is limited research on teacher preparation that fosters these outcomes. We explore 17 preservice teachers' challenges and successes with culturally relevant text selection and pedagogy…

The Influence of Informal Science Education Experiences on the Development of Two Beginning Teachers' Science Classroom Teaching Identity

ERIC Educational Resources Information Center

Katz, Phyllis; McGinnis, J. Randy; Riedinger, Kelly; Marbach-Ad, Gili; Dai, Amy

2013-01-01

In case studies of two first-year elementary classroom teachers, we explored the influence of informal science education (ISE) they experienced in their teacher education program. Our theoretical lens was identity development, delimited to classroom science teaching. We used complementary data collection methods and analysis, including interviews,…

Multiliteracies, Pedagogy and Identities: Teacher and Student Voices from a Toronto Elementary School

ERIC Educational Resources Information Center

Giampapa, Frances

2010-01-01

In this article, I draw on an ethnographic case study of one Toronto elementary school, as part of a Canada-wide action research project: Multiliteracy Project (www.multiliteracies.ca). I have explored how Perminder, a grade-4 teacher, developed a multiliteracies pedagogy, drawing on her own and her students' identities and linguistic and cultural…

The Multidimensionality of Multicultural Service Learning: The Variable Effects of Social Identity, Context and Pedagogy on Pre-Service Teachers' Learning

ERIC Educational Resources Information Center

Chang, Shih-pei; Anagnostopoulos, Dorothea; Omae, Hilda

2011-01-01

Multicultural service learning (MSL) seeks to develop pre-service teachers' capacities and commitment to teach diverse student populations. We use multiple regression analyses of survey data collected from 212 pre-service teachers engaged in 22 MSL sites to assess the effects of pre-service teachers' social identities, MSL contexts, and university…

Developing a Teacher Identity: TAs' Perspectives about Learning to Teach Inquiry-Based Biology Labs

ERIC Educational Resources Information Center

Gormally, Cara

2016-01-01

Becoming a teacher involves a continual process of identity development and negotiation. Expectations and norms for particular pedagogies impact and inform this development. In inquiry based classes, instructors are expected to act as learning facilitators rather than information providers. For novice inquiry instructors, developing a teacher…

Bridging and bonding interactions in higher education: social capital and students’ academic and professional identity formation

PubMed Central

Jensen, Dorthe H.; Jetten, Jolanda

2015-01-01

It is increasingly recognized that graduates’ achievements depend in important ways on their opportunities to develop an academic and a professional identity during their studies. Previous research has shown that students’ socio-economic status (SES) and social capital prior to entering university affects their ability to obtain these identities in higher education. However, what is less well understood is whether social capital that is built during university studies shapes identity development, and if so, whether the social capital gained during university years impacts on academic and professional identity differently. In a qualitative study, we interviewed 26 Danish and 11 Australian university students about their social interaction experiences, their opportunities to develop bonding capital as well as bridging capital, and their academic and professional identity. Findings show that while bonding social capital with co-students facilitated academic identity formation, such social capital does not lead to professional identity development. We also found that the development of bridging social capital with educators facilitated students’ professional identity formation. However, bonding social capital among students stood in the way of participating in bridging interaction with educators, thereby further hindering professional identity formation. Finally, while students’ parental background did not affect the perceived difficulty of forming professional identity, there was a tendency for students from lower SES backgrounds to be more likely to make internal attributions while those from higher SES backgrounds were more likely to make external attributions for the failure to develop professional identity. Results point to the importance of creating opportunities for social interaction with educators at university because this facilitates the generation of bridging social capital, which, in turn, is essential for students’ professional identity

Bridging and bonding interactions in higher education: social capital and students' academic and professional identity formation.

PubMed

Jensen, Dorthe H; Jetten, Jolanda

2015-01-01

It is increasingly recognized that graduates' achievements depend in important ways on their opportunities to develop an academic and a professional identity during their studies. Previous research has shown that students' socio-economic status (SES) and social capital prior to entering university affects their ability to obtain these identities in higher education. However, what is less well understood is whether social capital that is built during university studies shapes identity development, and if so, whether the social capital gained during university years impacts on academic and professional identity differently. In a qualitative study, we interviewed 26 Danish and 11 Australian university students about their social interaction experiences, their opportunities to develop bonding capital as well as bridging capital, and their academic and professional identity. Findings show that while bonding social capital with co-students facilitated academic identity formation, such social capital does not lead to professional identity development. We also found that the development of bridging social capital with educators facilitated students' professional identity formation. However, bonding social capital among students stood in the way of participating in bridging interaction with educators, thereby further hindering professional identity formation. Finally, while students' parental background did not affect the perceived difficulty of forming professional identity, there was a tendency for students from lower SES backgrounds to be more likely to make internal attributions while those from higher SES backgrounds were more likely to make external attributions for the failure to develop professional identity. Results point to the importance of creating opportunities for social interaction with educators at university because this facilitates the generation of bridging social capital, which, in turn, is essential for students' professional identity development.

Nurse to educator? Academic roles and the formation of personal academic identities.

PubMed

Duffy, Richelle

2013-06-01

This aim of this research was to investigate the academic role of the nurse educator and its contribution to the formation of personal academic identity. Data was gathered using in-depth interviews (n=14) with experienced nurse educators employed within pre-1992 and post-1992 universities. Prolonged analysis, reflection and theorisation of the findings indicated that participants experienced multiple challenges when seeking to assimilate personal academic identity, adopting, and adapting a variety of identities over time. A conceptual model of identity transformation encompassing five stages: pre-entry, reaffirming, surmounting, stabilising and actualising, provides a useful analytical framework to inform and shape the professional development of nurse educators. Copyright © 2012 Elsevier Ltd. All rights reserved.

Contextual influences on ethnic identity formation: a case study of second-generation Korean Americans Baby Boomers in midlife.

PubMed

Park, Linda S

2015-03-01

This paper details a study on ethnic identity in midlife, illuminating identity formation as a complex life course phenomenon. The study addresses the importance of ethnic identity in understanding the experiences of racial and ethnic Baby Boomers as both recipients of care and as caregivers to their aging parents (first generation immigrants). Using a case study of second-generation Korean American Baby Boomers, the primary aims of this study are: (a) to explore how the relationship between age and race/ethnicity influences identity formation, and (b) how contexts influence ethnic identity formation. Findings reveal that cumulative experiences over earlier developmental years resulted in resolutions to appreciate their ethnic identity at midlife. Increasing racial and ethnic diversity in the U.S., combined with the large number of aging Baby Boomers, necessitate recognition of the cultural and racial differences within the Baby Boomer generation.

Identity Formation, Outness and Sexual Risk among Gay and Bisexual Men

PubMed Central

White, Darcy; Stephenson, Rob

2014-01-01

Research on HIV among men who have sex with men (MSM) has focused on individual behavioral and biomedical factors driving transmission risks, but these cannot be fully understood without also understanding the social context within which sexual minorities live. Using data from 703 gay and bisexual men in Atlanta, this study explores the factors associated with homosexual identity formation and disclosure (“outness”) and examines how these constructs are associated with sexual risk taking. In multivariable regression models, sexual identity and outness were associated with age, race, education, employment, and experience of discrimination. Independent of these factors, having a more established and open homosexual identity was associated with lower sexual risk behaviors. These results highlight the need to address discriminatory policies and values in society and call for programs to provide support and promote healthy identity development among vulnerable groups. PMID:23690365

Identity and Intersectionality: The Critical Autoethnography of a "Transplant" Teacher in Hawai'i

ERIC Educational Resources Information Center

Perih, Nicholas

2017-01-01

Teacher identity has emerged as a topic amongst contemporary researchers to inform, impact, and reform professional practice in light of the unique challenges presented within education in the United States. A homogeneous teaching population, which remains overwhelmingly White and middle class, must address a demographic and cultural divide…

Promoting Prospective Elementary Teachers' Learning to Use Formative Assessment for Life Science Instruction

NASA Astrophysics Data System (ADS)

Sabel, Jaime L.; Forbes, Cory T.; Zangori, Laura

2015-06-01

To support elementary students' learning of core, standards-based life science concepts highlighted in the Next Generation Science Standards, prospective elementary teachers should develop an understanding of life science concepts and learn to apply their content knowledge in instructional practice to craft elementary science learning environments grounded in students' thinking. To do so, teachers must learn to use high-leverage instructional practices, such as formative assessment, to engage students in scientific practices and connect instruction to students' ideas. However, teachers may not understand formative assessment or possess sufficient science content knowledge to effectively engage in related instructional practices. To address these needs, we developed and conducted research within an innovative course for preservice elementary teachers built upon two pillars—life science concepts and formative assessment. An embedded mixed methods study was used to evaluate the effect of the intervention on preservice teachers' (n = 49) content knowledge and ability to engage in formative assessment practices for science. Findings showed that increased life content knowledge over the semester helped preservice teachers engage more productively in anticipating and evaluating students' ideas, but not in identifying effective instructional strategies to respond to those ideas.

Quality Teacher Educators = Quality Teachers? Conceptualizing Essential Domains of Knowledge for Those Who Teach Teachers

ERIC Educational Resources Information Center

Goodwin, A. Lin; Kosnik, Clare

2013-01-01

Becoming a teacher educator involves more than a job title. One becomes a teacher educator as soon as one does teacher education, but one's professional identity as a teacher educator is constructed over time. Developing an identity and practices in teacher education is best understood as a process of becoming. Though the work of teaching…

Swedish 18-Year-Olds' Identity Formation: Associations with Feelings about Appearance and Internalization of Body Ideals

ERIC Educational Resources Information Center

Wangqvist, Maria; Frisen, Ann

2013-01-01

The aim of this study with Swedish 18-year-olds (N = 714, 55.2% women) was to investigate identity formation in relation to body-esteem and body ideal internalization. These are all important aspects of adolescents' development, but little is known about how they are related. This study indicates that late adolescents' identity formation,…

"I May Be a Native Speaker but I'm Not Monolingual": Reimagining "All" Teachers' Linguistic Identities in TESOL

ERIC Educational Resources Information Center

Ellis, Elizabeth M.

2016-01-01

Teacher linguistic identity has so far mainly been researched in terms of whether a teacher identifies (or is identified by others) as a native speaker (NEST) or nonnative speaker (NNEST) (Moussu & Llurda, 2008; Reis, 2011). Native speakers are presumed to be monolingual, and nonnative speakers, although by definition bilingual, tend to be…

"They Now Respect Me and Send Me to the Best Schools!": Identity Construction of an Iranian EFL Teacher

ERIC Educational Resources Information Center

Mirzaee, Alireza; Aliakbari, Mohammad

2018-01-01

This article presents the findings related to the identity construction processes of an Iranian English as a foreign language (EFL) teacher in the context of Iran. Data were collected using a life history approach with a critical-event focus and analyzed via social ecology of identity (Wenger, 1998). The findings indicated that the participating…

Promoting Issues-Based STSE Perspectives in Science Teacher Education: Problems of Identity and Ideology

ERIC Educational Resources Information Center

Pedretti, Erminia G.; Bencze, Larry; Hewitt, Jim; Romkey, Lisa; Jivraj, Ashifa

2008-01-01

Although science, technology, society and environment (STSE) education has gained considerable force in the past few years, it has made fewer strides in practice. We suggest that "science" teacher identity plays a role in the adoption of STSE perspectives. Simply put, issues-based STSE education challenges traditional images of a science…

Identity Formation in Adulthood: A Longitudinal Study from Age 27 to 50

PubMed Central

Fadjukoff, Päivi; Pulkkinen, Lea; Kokko, Katja

2016-01-01

ABSTRACT Longitudinal patterns of identity formation were analyzed in a representative cohort group of Finnish men and women born in 1959 across ages 27, 36, 42, and 50. The data were drawn from the Jyväskylä Longitudinal Study of Personality. Identity status (diffused, moratorium, foreclosed, achieved) from all four ages was available for 172 participants (54% females). Marcia’s Identity Status Interview used in this research included five domains: religious beliefs, political identity, occupational career, intimate relationships, and lifestyle. The findings indicated great variability in identity status across domains at each age level, and the identity trajectories fluctuated from age 27 to 50. The developmental trend from age 27 to 50 was moderately progressive (toward achievement) for the five domains and for overall identity, with the exception of a slightly regressive trend in male religious identity. Remaining stable in the same status category across the four measurements was rare and emerged only for diffusion in the ideological domains. Women generally outnumbered men in identity achievement at earlier ages, but the gender differences diminished in most domains at age 50, except in religious identity. In women overall diffusion decreased over time, but in men it remained at about 20% at ages 42 and 50. PMID:27019650

Teacher Identity Development: A Collective Case Study of English as a Foreign Language Pre-Service Teachers Learning to Teach in an Indonesian University Teacher Education Program

ERIC Educational Resources Information Center

Riyanti, Dwi

2017-01-01

The purpose of this study is to examine how English as a foreign language pre-service teachers develop their identities through the process of learning to teach in a university microteaching class and a student teaching practicum within a multilingual Indonesian context. A sociocultural theoretical lens incorporating activity theory as well as a…

Professional paradox: identity formation in qualified doctors pursuing further training.

PubMed

Chan, Mercedes; Pratt, Dan; Poole, Gary; Sidhu, Ravi

2018-03-01

Many newly qualified specialists and subspecialists pursue additional training. Although their motivations are many, the pursuit of further training as an alternative to unemployment is an emerging trend. Paradoxically, doctors continue as trainees with a consultant's credentials, and without the guarantee of eventual employment. This study explores seven doctors' experiences, the effects of further training on their professional identity formation (PIF), and how these effects are reconciled on a personal and professional level. This phenomenological study involved interviews with seven qualified Canadian specialists (three were female) who pursued additional training in response to a lack of available positions in their respective specialties. Template analysis generated theoretical constructs of influences on their PIF, and characteristics of their lived experiences. Four themes shaped PIF: setting and context; language and communication; responsibilities and privileges; and participants' visions of their future selves. Professional identity formation (PIF) continued to develop in further training, but was inconsistently affirmed by participants' communities of practice. Four major themes characterised training experiences: prescription; managing multiple masters; limiting access to others and community ties; and constantly questioning the value of extra training. Qualified doctors traverse professional paradoxes as they seek further education with no guarantee of employment and provide consultant-level care as 'trainees'. An identity dissonance emerges that may continue until a clear identity is prescribed for them. Although disruptive to these doctors' PIF and personal and professional lives, the long-term effects of additional training are unknown. Its utility and influence on securing employment and future job satisfaction are areas for further research. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

The Discursive Construction of Identity: An Analysis of Positioning in the Conversational Narratives of Japanese Preservice Teachers of English

ERIC Educational Resources Information Center

Rugen, Brian David

2009-01-01

Contemporary research suggests that forming a professional identity is crucial to the process of becoming a teacher. Furthermore, a "narrative turn" has emerged as a major methodological influence for the study of identity in research on teaching. A guiding assumption of traditional narrative research is that stories act as…

Identity Formation Re-revisited: A Rejoinder to Waterman on Developmental and Cross-Cultural Issues.

ERIC Educational Resources Information Center

Meeus, W.; Iedema, J.; Vollebergh, W.

1999-01-01

Examines similarities and differences between American and Dutch research on identity formation and psychological well-being in adolescent and young adults. Concludes that identity development is systematically progressive and may be described with the trajectory diffusion?closure/moratorium?achieving commitment. Age differences are found in the…

Skill Mastery and the Formation of Graduate Identity in Bachelor Graduates: Evidence from Australia

ERIC Educational Resources Information Center

Jackson, Denise

2016-01-01

Mastery of certain generic skills and the successful formation of pre-professional identity are widely considered to influence graduate work-readiness and job attainment. Given their links with enhanced productivity, performance and innovation, skill development and graduate identity appear critical amidst ongoing global stagnation in advanced…

Social Constructivism and Education Identity beyond Assimilation Vestiges: A Teacher's Latina Identity in a Middle School English as a Second Language Classroom

ERIC Educational Resources Information Center

Úbeda, Edwin R.

2017-01-01

This case study highlights the social-cultural relevant pedagogical impact a bilingual teacher has on the middle school ESL classroom through her Latina identity and lived experiences. Data gathering occurred over six months through the principal participant's in-depth interviews, classrooms observations, and document analysis of classroom…

Linking delinquency and personal identity formation across adolescence: Examining between- and within-person associations.

PubMed

Mercer, Natalie; Crocetti, Elisabetta; Branje, Susan; van Lier, Pol; Meeus, Wim

2017-11-01

Adolescent delinquency and identity formation have both been described in relation to the confusion, doubt, and need for individuation and autonomy faced by adolescents. While theoretical conceptualizations (e.g., Erikson, 1968; Moffitt, 1993) suggest that delinquency and identity formation might be developmentally intertwined across adolescence, this link had yet to be longitudinally examined. This study tested whether delinquency and identity are related and whether we could determine a developmental order considering both between- and within-person associations across adolescence. We examined these associations in a multi-informant sample of 497 Dutch adolescents followed for 5 annual waves from age 14-18. Between-person cross-lagged models showed that adolescents who scored higher on delinquency relative to their peers, scored lower on commitment and higher on reconsideration, 1 year later. Within-person cross-lagged models showed that when adolescents reported above their own average on delinquency, they reported decreased commitment and increased reconsideration 1 year later. Additionally, within-persons, when adolescents reported an increase in in-depth exploration compared with their own average they reported decreased delinquency 1 year later. From these results we can conclude that delinquency and personal identity are indeed related across adolescence. Experimenting with delinquency hampers identity formation by increasing reconsideration and decreasing commitment. Within-person results suggest that interventions tailored to increase in-depth exploration in adolescents may help to prevent adolescent delinquency. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Urban School Formation: Identity Work and Constructing an Origin Story

ERIC Educational Resources Information Center

Silver, Lauren J.

2015-01-01

In this article, I analyze the formation of Shearwater High School in St. Louis, Missouri and I explore the identity work involved in building the school. Diverging from standardization trends in urban education, the school came to fruition through a creative process, which was in-flux and supported by diverse communities in St. Louis. This…

Online "iDentity" Formation and the High School Theatre Trip

ERIC Educational Resources Information Center

Richardson, John M.

2016-01-01

Over the years that I have taken secondary school students to the theatre, the the digital revolution has moved through schools, classrooms, and even theatres, calling into question my goal of contributing positively to students' identity formation through exposure to live plays. Responding to calls to examine the ways in which young people's…

Teacher Identities in a Research-Led Institution: In the Ascendancy or on the Retreat?

ERIC Educational Resources Information Center

Skelton, Alan

2012-01-01

This article explores how teacher identities are negotiated within a research-led institution in the UK. Over the last decade a wide range of initiatives has been introduced to promote teaching in higher education. Research has shown, however, that these initiatives have met with limited success in terms of changing predominant values and culture.…

Teacher Identity as Pedagogy: Towards a Field-Internal Conceptualisation in Bilingual and Second Language Education

ERIC Educational Resources Information Center

Morgan, Brian

2004-01-01

This article explores the transformative potential of a teacher's identity in the context of bilingual and second language education (SLE) programmes. The first section examines several theoretical options by which this potential might be conceptualised. Drawing on post-structural notions of discourse, subjectivity and performativity, the…

Internal and External Factors Affecting Teachers' Adoption of Formative Assessment to Support Learning

ERIC Educational Resources Information Center

Izci, Kemal

2016-01-01

Assessment forms an important part of instruction. Assessment that aims to support learning is known as formative assessment and it contributes student's learning gain and motivation. However, teachers rarely use assessment formatively to aid their students' learning. Thus reviewing the factors that limit or support teachers' practices of…

Internal and External Factors Affecting Teachers' Adoption of Formative Assessment to Support Learning

ERIC Educational Resources Information Center

Izci, Kemal

2016-01-01

Assessment forms an important part of instruction. Assessment that aims to support learning is known as formative assessment and it contributes student's learning gain and motivation. However, teachers rarely use assessment formatively to aid their students' learning. Thus, reviewing the factors that limit or support teachers' practices of…

Formative Assessment and the Classroom Teacher: Recommendations for School Psychologists

ERIC Educational Resources Information Center

Williams, Stacy A. S.; Stenglein, Katherine

2016-01-01

In order for school psychologists to effectively work with teachers, it is important to understand not only the context in which they work, but to understand how educators consider and subsequently use data. Therefore, the purpose of this article is to examine how formative assessments are conceptualized in teacher training and pedagogical…

Science Teachers' Representations of Classroom Practice in the Process of Formative Assessment Design

ERIC Educational Resources Information Center

Heredia, Sara C.; Furtak, Erin Marie; Morrison, Deb; Renga, Ian Parker

2016-01-01

Formative assessment has been recognized as an essential element of effective classroom practice; as a result, teachers are increasingly required to create formative assessments for their classrooms. This study examines data drawn from a long-term, site-based professional development program that supported a department of biology teachers in the…

Examining the influence of professional identity formation on the attitudes of students towards interprofessional collaboration.

PubMed

Stull, Cynthia L; Blue, Christine M

2016-01-01

An expectation of introductory interprofessional education (IPE) is improvement in attitudes towards other professions. However, the theory surrounding professional identity formation suggests this expectation may be premature. The objective of this study was to quantify first-year health professional students' attitudes towards their own and other professions and to investigate the relationship between strength of professional identity and attitudes towards other professions and interprofessional learning. Using a pre/post-test design, researchers administered the Readiness for Interprofessional Learning Scale (RIPLS) and the Interdisciplinary Education Perception Scale (IEPS) to 864 first-year healthcare students in the Academic Health Center (AHC) at the University of Minnesota. The findings showed a decline in student attitudes towards their own and other professions. Additionally, a positive correlation between a weakened professional identity and readiness for interprofessional learning was demonstrated. This study found that an introductory IPE course did not positively affect student attitudes towards other professions, or strengthen professional identity or readiness for interprofessional learning. Analysis of the findings support the successive stages of professional identity formation.

Impediments to the Successful Reconstruction of African Immigrant Teachers' Professional Identities in South African Schools

ERIC Educational Resources Information Center

Vandeyar, Saloshna; Vandeyar, Thirusellvan; Elufisan, Kolawole

2014-01-01

The purpose of this study was to explore difficulties and challenges that confront African immigrant teachers as they attempt to reconstruct their professional identities in South African schools. The study was qualitative in nature and utilized narrative inquiry and the case study approach. Data-gathering techniques included a mix of…

Accessing resources for identity development by urban students and teachers: foregrounding context

NASA Astrophysics Data System (ADS)

Luehmann, April Lynn

2009-03-01

Many attempt to address the documented achievement gap between urban and suburban students by offering special programs to enrich urban students' academic experiences and proficiencies. Such was the case in the study described by DeGennaro and Brown in which urban students participated in an after-school technology course intended to address the "digital divide" by giving these youth supported experiences as technology users. However, also like the initial situation described in this study, instructional design that does not capitalize on what we know about urban education or informal learning contexts can actually further damage urban youths' identities as learners by positioning them as powerless and passive recipients instead of meaningful contributors to their own learning. The analysis presented in this forum is intended to further the conversation begun by DeGennaro and Brown by explicitly complexifying our consideration of context (activity structures and setting) so as to support the development of contexts that afford rich learning potential for both the urban students and their learning facilitators, positioned in the role of teachers. Carefully constructed contexts can afford participants as learners (urban students and teachers) opportunities to access rich identity resources (not typically available in traditional school contexts) including, but not limited to, the opportunity to exercise agency that allows participants to reorganize their learning context and enacted culture as needed.

Digital Identity Formation: Socially Being Real and Present on Digital Networks

ERIC Educational Resources Information Center

Bozkurt, Aras; Tu, Chih-Hsiung

2016-01-01

Social networks have become popular communication and interaction environments recently. As digital environments, so as ecosystems, they have potential in terms of networked learning as they fulfill some roles such as mediating an environment for digital identity formation and providing social and emotional presence. Based on this phenomenon, the…

Teachers' Use of Learning Progression-Based Formative Assessment in Water Instruction

ERIC Educational Resources Information Center

Covitt, Beth A.; Gunckel, Kristin L.; Caplan, Bess; Syswerda, Sara

2018-01-01

While learning progressions (LPs) hold promise as instructional tools, researchers are still in the early stages of understanding how teachers use LPs in formative assessment practices. We report on a study that assessed teachers' proficiency in using a LP for student ideas about hydrologic systems. Research questions were: (a) what were teachers'…

Determinants and Outcomes of Teachers' Professional Identity and Organizational Identification: A Comparative Analysis in Charter and Regular Public Schools

ERIC Educational Resources Information Center

Bogrek, Muhammed Fatih

2017-01-01

This empirical study compared the organizational identification and professional identity of teachers in charter and regular public schools. The purpose of study was three-fold; the first was to investigate whether charter school teachers differ from their regular public school peers in the study variables (i.e. self-efficacy, perceived…

Discussing Sexual Identities with Pre-Service Primary School English-Language Teachers from a Spanish Context

ERIC Educational Resources Information Center

Barozzi, Stefano; Guijarro Ojeda, Juan Ramon

2014-01-01

This article is based on a discussion with seven voluntary Spanish pre-service primary school English-language teachers on queer issues. The focus group followed a questionnaire on their knowledge and understanding of sexual identity issues in education. The facilitated discussion enabled the participants to be better prepared on the subject. At…

Issues of Teacher Identity in a Restructuring VET [Vocational Education and Training] System. Working Paper.

ERIC Educational Resources Information Center

Chappell, Clive

Much recent debate has suggested Australia's technical and further education (TAFE) teachers not only need new knowledge and skills but need to perform their professional practices in new ways and in new contexts. What this debate has failed to recognize is that these change discourses are in effect constructing new professional identities for…

Multimodal Identity Texts as Mediational Spaces in Researching Ph.D. Students' Critical Teacher-Researcher Selves

ERIC Educational Resources Information Center

Valencia, Marlon; Herath, Sreemali

2015-01-01

This paper analyses how two Ph.D. students used multimodal identity texts (MMITs) to document their research journeys as they engaged in their doctoral studies. Drawing on qualitative data collected from multiple pre-service teacher preparation programmes in Chile and Sri Lanka, two bi-national researchers (a Colombian-Canadian and a Sri…

Using Metaphoric Body-Mapping to Encourage Reflection on the Developing Identity of Pre-Service Teachers

ERIC Educational Resources Information Center

Botha, Carolina S.

2017-01-01

This article explores the contribution that a teaching strategy, such as metaphoric body-mapping, can make towards the discourse on the development of professional teacher identity. Second-year students in a Life Orientation methodology module in a B.Ed programme were offered the opportunity to validate their local knowledge and make new meaning…

From the Teacher's Eyes: Facilitating Teachers Noticings on Informal Formative Assessments (IFAS) and Exploring the Challenges to Effective Implementation

ERIC Educational Resources Information Center

Sezen-Barrie, Asli; Kelly, Gregory J.

2017-01-01

This study focuses on teachers' use of informal formative assessments (IFAs) aimed at improving students' learning and teachers' recognition of students' learning processes. The study was designed as an explorative case study of four middle school teachers and their students at a charter school in the northeastern U.S.A. The data collected for the…