共查询到20条相似文献，搜索用时 15 毫秒
1.
Beyond gender identity? 总被引：1，自引：1，他引：0
Mary Lou Rasmussen 《Gender and education》2009,21(4):431-447
This paper focuses on the continuing significance of gender identity as a category of analysis within the field of gender theory and research in education. I begin by considering contemporary discussions of the limitations of research relating to gender theory and research in education. Following on from this, I explore some contemporary theorising on the category of gender within educational research in order to highlight ongoing debates that I perceive in the field. Finally, via a discussion of school toilets and gender performance, I consider how theoretical discourses relating to space and architecture might further develop the utility of gender as a category of analysis within education. 相似文献
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Kitty te Riele 《教育政策杂志》2013,28(2):129-145
Youth ‘at risk’ is the currently favoured label used in Australian policy for youth whose educational outcomes are considered too low, with an emphasis on the risk of not completing senior secondary education. Although some research has identified factors contributing to this risk as stemming from complex interactions between individual and family circumstances as well as characteristics of schools and society, policy identification of youth ‘at risk’ has tended to simplistically focus on personal attributes of young people. Moreover, this identification has set up a false distinction between a supposed problematic minority versus a ‘normal’ majority. Thus, the dominant conceptualization of youth ‘at risk’ draws attention to what is wrong with these youth, rather than to what may be wrong with schooling. This paper examines both empirical observations and discursive conceptualizations to critique the ‘youth at risk’ label, and proposes use of the concept of ‘marginalized students’ instead, which identifies individuals not through their personal characteristics but through their relationship with schooling. This approach allows recognition that marginalization is at least in part a product of schools and society, and requires action in those arenas. 相似文献
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Research on identity has been a growing domain in the contexts of teacher education and mathematics education; however, identity work has been explored to a much lesser extent, with a future orientation overlooked. In addition, earlier studies have not provided sufficient knowledge on how different elementary teacher education programs might facilitate pre-service teachers’ identity work. In this study, we compare future-oriented mathematical identity work through a narrative framework considering six pre-service teachers undergoing two different teacher education programs. All pre-service teachers reported having had negative experiences with mathematics during their school years. Based on the results we conclude that despite the striking similarities in pre-service teachers’ mathematical backgrounds, the ways in which these cases are conducting their identity work differ substantially. It seems that the main reasons for these differences are different emphases and pedagogical practices in mathematics education courses. Additionally, we further elaborate on our earlier conceptualisation of identity work. 相似文献
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《Teaching and Teacher Education》2004,20(2):107-128
The studies considered in this review of recent research on teachers’ professional identity can be divided into three categories: (1) studies in which the focus was on teachers’ professional identity formation, (2) studies in which the focus was on the identification of characteristics of teachers’ professional identity, and (3) studies in which professional identity was (re)presented by teachers’ stories. In the studies reviewed, the concept of professional identity was defined differently or not defined at all. Four essential features of teachers’ professional identity could be derived from the studies. Many of the reviewed studies appeared to be studies on teachers’ personal practical knowledge. However, in only a few studies was the relationship between this knowledge and professional identity made explicit. It is argued that, in future research on teachers’ professional identity, more attention needs to be paid to the relationship between relevant concepts like ‘self’ and ‘identity’, the role of the context in professional identity formation, what counts as ‘professional’ in professional identity, and research perspectives other than the cognitive one that may also play a role in designing research on teachers’ professional identity. 相似文献
5.
Esther T. Canrinus Michelle Helms‐Lorenz Douwe Beijaard Jaap Buitink Adriaan Hofman 《Educational studies》2011,37(5):593-608
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 analysis, three distinct professional identity profiles have empirically been identified, based on data of 1214 teachers working in secondary education in the Netherlands. These profiles differed significantly regarding the indicators of teachers’ professional identity. Teachers belonging to the found profiles did not significantly differ in their amount of experience. 相似文献
6.
This research aims to develop and validate an instrument for measuring primary student teachers’ professional identity tensions. Based on dissonance theory, we transformed existing vignettes (Pillen, Den Brok, & Beijaard, 2013) into to a quantitative Professional Identity Tensions Scale (PITS) and added tensions regarding teaching in urban contexts. We examined the psychometric quality of the PITS by administering this scale to primary student teachers from teacher education institutions in urban areas across the Netherlands. Two studies were conducted in the process of validating the PITS. First, items were tested among a sample of 211 students to explore whether they measure underlying constructs of professional identity tensions. Second, retained items were administered to a new sample of 271 students. Confirmatory factor analysis demonstrated a similar factor structure. The final instrument includes 34 items rated on a 5-point Likert scale measuring nine different professional identity tensions. Implications for future research and practice are discussed. 相似文献
7.
The development of student teachers’ professional identity 总被引：4，自引：3，他引：1
Carl Lamote 《欧洲师范教育杂志》2010,33(1):3-18
This study focuses on student teachers’ perceptions of their professional identity. The respondents are students enrolled in a three‐year course in secondary education teaching at bachelor level. Questionnaires were filled out by first‐year, second‐year and third‐year students from two colleges. The questionnaire included four scales: commitment to teaching, professional orientation, task orientation and self‐efficacy. In the first five months of the first‐year course, a shift in students’ task orientation was observed: students developed a more pupil‐centred view on teaching. Practical experience with classroom teaching again caused a shift: students focused less on the subject matter, on maintaining order in the classroom, on the long‐term educational qualification targets and self‐efficacy decreased. Students with work placement experience developed a more ‘realistic’ view of learning and teaching compared to students without this experience. A final important difference in professional identity is based on students’ gender: while male students tend to attach more importance to discipline in the classroom, their female counterparts focus more on student involvement. 相似文献
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Mahsa Izadinia 《欧洲师范教育杂志》2014,37(4):426-441
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 provided. Fifty-two research papers were analysed to identify challenges and tensions teacher educators experience during their induction, factors which influence the development of their professional identity, and the features that induction programmes should have. The findings suggested that new teacher educators generally develop negative self-views about their abilities and professional identities. Self-support and community support activities were found to facilitate teacher educators’ transition and enhance their identity development. Key features of academic induction were identified as acting as a learning community, cultivating supportive and professional relationships, encouraging self-enquiry and research and involving teacher educators in reflective activities. 相似文献
12.
Jun Jin 《Educational studies》2017,43(3):328-342
Problem-based learning (PBL) has been increasingly employed as a teaching and learning approach in many disciplines in higher education. In English medium of instruction (EMI) universities in Asia, PBL can further enhance knowledge construction as well as development of disciplinary language and communicative skills. It is necessary to explore how learners participate in PBL, especially considering PBL requires high level of both domain knowledge and language skills. The issue of silence in small group collaborative learning such as PBL tutorials has received very limited attention. More factors such as identity need to be considered in fully exploring small group interactions in higher education. Thus, this study aims to investigate undergraduate students’ silence and identity in small group interactions for PBL in EMI universities in Asia. Eight PBL tutorials in the Faculty of Dentistry were video recorded. Three extracts of PBL interactions and the accompanying stimulated recall interviews were selected for case analysis. The analysis provides in-depth insights into the significant instances of students’ silence and identity construction in the learning process. Such a study offers opportunities to rethink the issue of silence and provides facilitators and curriculum developers with useful information about small group collaborative learning in higher education. 相似文献
13.
This study observed the effect of contextual factors on vocational identity (VI) level in each VI status, originated by Marcia (Handbook of adolescent psychology. Wiley, New York, 1980)’s identity status. This is an attempt to integrate status approach and dimension approach of VI development by finding within-status difference of development level in each VI status. Collecting data of 286 Korean college junior and seniors, cluster analysis was performed to confirm the status classification, followed by multiple regression analysis to observe different contextual variables influencing VI level in each status. Results showed that VI was identically classified with Korean college students, and different contextual variables influenced VI in each status. High functional family communication in achievement, low inter-parental conflict in moratorium, high peer attachment in foreclosure, and low peer attachment in diffusion status positively influenced VI level. Theoretical implication based on recent VI study trends and practical implications based on cultural characteristics of Korea are stated, along with limitations and suggestions for future research. 相似文献
14.
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, therefore, influence the development of professional identity. The two most important findings were that negative emotions exercised the strongest influence and that supervisors neglected the role of positive emotions as a support for learning. The study supports the concept that it is important for teacher educators to help student teachers understand their emotional experiences (focusing foremost on positive factors in their experience) and to develop the ability to express their own emotions in addition to understanding the emotions of others. 相似文献
15.
Liz Bennett 《International Journal for Academic Development》2017,22(3):245-256
Focussing on academics’ professional identity, this paper analyses the challenges academics experience when adopting new technologies in their pedagogical practices. Notions of ‘economies of performance’ and ‘ecologies of practice’ as well as the concept of liminality are employed to understand this identity work. The paper illustrates how academics welcomed the potential of the web, despite the possible challenge to their authority. The paper argues that the process of changing pedagogical practices is experienced as risky and uncertain by some academics, and that it is a commitment to being a ‘good teacher’ that helped these academics to overcome these feelings. 相似文献
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This paper focuses on group coaching, one of the newer school leadership development approaches to recently emerge. Using a group-coaching methodology developed at the University of Oslo, we deconstruct the concept of leadership identity as it is reported in texts from students in the National Principal Programme. We suggest that leaders develop greater confidence in their leadership role through personal and contextual feedback from other leaders. We argue that bringing existing and aspiring school principals together in a target-oriented group-coaching process may have profound positive effect on leaders' context-based identity development. 相似文献
17.
Sarah Gaskell 《Educational Psychology in Practice》2009,25(2):97-111
This research was conducted in the light of the Every Child Matters (Department for Education and Skills, London, 2003) agenda which highlights the importance of multi‐agency working. The research explored the professional identity of Educational Psychologists (EPs) with experience of multi‐agency working in six Local Authorities within the Midlands area. Ten EPs participated in detailed semi‐structured interviews.
Activity Theory was used to facilitate the comparison of aspects of the EPs' two work roles, as part of the Educational Psychology Service (EPS) and as part of a multi‐agency team (MAT). Each EP was asked to consider different elements of their two roles, using a series of questions designed to elicit relationships between the ways in which they worked, the contexts and the other people involved. From these questions, issues of professional identity emerged and these were then explored in more detail.
The experiences of EPs working in MATs were generally described very positively. It appeared that multi‐agency working enhanced feelings of professional identity. In some cases participants indicated that this was aided by the clarification and development of their own skills and in other cases by being afforded the opportunity to work creatively in a wider range of contexts. The flexibility of multi‐agency working appears to have presented opportunities for individuals to work to their strengths and increased positive feelings EPs have of their own professional identity. 相似文献
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Sarah P. McGeown 《Journal of Research in Reading》2015,38(1):35-46
The extent to which children's reading choices could be predicted by their motivation and gender identity was examined. Two hundred and twenty‐three children (average age 9 years 11 months) completed questionnaires measuring book reading choices, reading motivation, gender identity (identification with masculine and feminine traits) and a standardised reading assessment. Sex differences were found in children's reading motivation and reading choices. In addition, feminine traits were more closely associated with reading motivation and engagement with neutral books compared to masculine traits. Whilst children's sex predicted their choice of reading male‐ or female‐orientated books, the extent to which they identified with feminine traits was a better predictor in choice of neutral books. Results are discussed in relation to previous research examining sex differences in children's reading choices. In addition, implications for reading activities and choice of books available at school are discussed. 相似文献
20.
Jay Lemke 《Cultural Studies of Science Education》2011,6(2):287-292
This response to Jesse Bazzul and Heather Sykes’ paper, The secret identity of a biology textbook: straight and naturally sexed, explores their critiques of textbooks and curricula that authoritatively present scientific accounts of the natural world
without engaging students in critical thinking. It proposes that we need to go beyond such useful critiques to develop alternatives
to the unsatisfactory heteronormative status quo in biology textbooks and in science education more generally. 相似文献