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1.
This study examines the two kindergarten teachers’ shared professional identities in teamwork in an effort to clarify what constitutes their shared identities and how these identities affect the teachers’ professional practices and beliefs. The relational nature of identity maintains that individuals are not the only constructors of their identity, and the literature on teacher education emphasizes the importance of identity in teacher development. The in-depth analysis of the two kindergarten teachers’ narrative interviews revealed how the educators constructed their professional identities by intertwining the features of their context, feedback, and teaching. The findings indicate that the shared professional identities of the two early childhood teachers are developed and negotiated through four shared features: commitment, feedback, educational tasks, and professional agency. Together these four shared features shape the teachers’ professional roles and pedagogical practices—either by giving support to professional growth and empowerment or by having a decreasing effect on the teachers’ professional identity and agency in early childhood contexts.  相似文献   

2.
Teaching ‘out-of-field’ occurs when teachers teach a subject for which they are not qualified. The issues around this increasingly common practice are not widely researched and are under-theorised. A qualitative pilot study using teacher interviews in 3 rural schools examined meanings, support mechanisms and teacher identities associated with out-of-field teaching. A thematic analysis isolated factors influencing whether teachers self-assessed their practice and identities as out-of-field. The ‘boundary between fields’ model was developed to emphasise support mechanisms, contextual factors and personal resources that influenced the nature of teachers’ negotiation of subject boundaries and its impact on professional identity. These findings provide insight for policy makers, school leaders and teacher educators into the conditions required for such teaching to be considered learning opportunities.  相似文献   

3.
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. Themes in the data reveal changed commitments and professional identities. The teachers who had an initial vocational commitment and strong service ethic were the older teachers in the sample. While some of the younger teachers expressed vocationalism in the form of wanting ‘to make a difference’, they also stressed the importance of time compatibility for family‐friendly work and child care. In the ‘highs’ and ‘lows’ of school life a number of factors supported some of the teachers' initial commitments, thus, providing ‘satisfiers’ in their work. However, some factors impacted negatively on teacher commitment. The psychic rewards of teaching provided the main basis of commitment and professional work satisfaction. Teacher strategies in performative school cultures highlighted the impact and saliency of testing regimes. There was evidence, however, of teacher mediation of policy and their investment in a more creative professional identity in their involvement in nurturing programmes and creative projects. Whether the schools and teachers developed creative approaches to increase test scores or to ameliorate the worst effects of testing they demanded increased effort and commitment from the teachers. Teachers in the contemporary context, who had in many cases experienced a career in another occupation prior to teaching, seemed much more adept and realistic in both recognising and managing their range of parallel commitments and identities. They have become more strategic and political in defending their self‐identities. Some evidence suggests their priorities have been to hold on to their humanistic values and their self‐esteem, while adjusting their commitments.  相似文献   

4.
We examine teachers’ experiences of a major reform of the school science curriculum for 14–16-year olds in England. This statutory reform enhances the range of available science courses and emphasises the teaching of socio-scientific issues and the nature of science, alongside the teaching of canonical science knowledge. This paper examines teachers’ experiences of the reform and the factors that condition these experiences. A designed sample of 22 teachers discussed their experiences of the reform within a semi-structured interview. Our analysis considers how the external and internal structures within which teachers work interact with the personal characteristics of teachers to condition their experiences of the curriculum reform. In many cases, personal/internal/external contexts of teachers’ work align, resulting in an overall working context that is supportive of teacher change. However, in other cases, tensions within these contexts result in barriers to change. We also explore cases in which external curriculum reform has stimulated the development of new contexts for teachers’ work. We argue that curriculum reformers need to recognise the inevitability of multiple teaching goals within a highly differentiated department and school workplace. We also show how experiences of curriculum reform can extend beyond the learning of new knowledge and associated pedagogies to involve challenges to teachers’ professional identities. We argue for the extended use of teacher role models within local communities of practice to support such ‘identity work’.  相似文献   

5.
This study is focused on a period that poses several challenges for the development of mathematics teachers’ professional identities and agency: their first year of teaching in schools. During this period, beginning mathematics teachers confront tensions and contradictions among the principles, ideals, and experiences encountered during pre-service education and the demands, and restrictions of their teaching practice in schools. This article approaches this topic by developing an interpretative case study centered on one novice mathematics teacher, Sol. The aim is to describe and understand the development of Sol’s professional identity and agency during her first teaching year. Considering identity development as a diachronic phenomenon, we carry out a narrative analysis of the research data. The findings show that Sol developed her professional identity and agency through a process that gathered together the teaching practices possible inside her school, the positions she could negotiate as a newcomer inside the institution, and the cultural practices and discourses embodied during pre-service education. The results bring to the forefront the profound and tense interactions between the intimate and personal terrain of mathematics teachers and the social and cultural world of the schools where they work. Sol’s case also contributes to understanding the role that a robust pre-service education can play in the development of beginning teachers’ professional identities and in the possibility they could become agents of transformation in their schools.  相似文献   

6.
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 case study aims to investigate how early childhood teachers make sense of their work and the type of professional identities constructed by early childhood teachers in mainland China. The five early childhood teachers reported strong disagreements with the babysitter metaphor for their teacher identities, and they had various role identities including ‘parents’, ‘teachers’, ‘friends’, ‘dancers’, ‘artists’, and ‘engineers’. The findings also show that they recognized the significance and value of their job as early childhood teachers. This paper concludes with implications for early childhood teacher education.  相似文献   

7.
This paper presents the major findings of a longitudinal study of teachers’ professional identities in the early years of teaching. It analyzes key influences upon the ways in which new teachers’ identities are shaped and reshaped over time. Through their own perceptions, analyses of the school cultures in which they work and their pupils’ views it reveals how the interplay between contextual, cultural and biographical factors affects their teaching practices. Teachers’ personal and professional histories and pre-service training, alongside issues of school culture and leadership, emerge as stronger mediating influences (than previous literature suggests) in determining the kinds and relative stability and instability of professional identities which teachers develop in the early years of teaching and thus the kinds of teachers they become and their effectiveness.  相似文献   

8.
In much educational literature it is recognised that the broader social conditions in which teachers live and work, and the personal and professional elements of teachers' lives, experiences, beliefs and practices are integral to one another, and that there are often tensions between these which impact to a greater or lesser extent upon teachers' sense of self or identity. If identity is a key influencing factor on teachers' sense of purpose, self‐efficacy, motivation, commitment, job satisfaction and effectiveness, then investigation of those factors which influence positively and negatively, the contexts in which these occur and the consequences for practice, is essential. Surprisingly, although notions of ‘self’ and personal identity are much used in educational research and theory, critical engagement with individual teachers' cognitive and emotional ‘selves’ has been relatively rare. Yet such engagement is important to all with an interest in raising and sustaining standards of teaching, particularly in centralist reform contexts which threaten to destabilise long‐held beliefs and practices. This article addresses the issue of teacher identities by drawing together research which examines the nature of the relationships between social structures and individual agency; between notions of a socially constructed, and therefore contingent and ever‐remade, ‘self’, and a ‘self’ with dispositions, attitudes and behavioural responses which are durable and relatively stable; and between cognitive and emotional identities. Drawing upon existing research literature and findings from a four‐year Department for Education and Skills funded project with 300 teachers in 100 schools which investigated variations in teachers' work and lives and their effects on pupils (VITAE), it finds that identities are neither intrinsically stable nor intrinsically fragmented, as earlier literature suggests. Rather, teacher identities may be more, or less, stable and more or less fragmented at different times and in different ways according to a number of life, career and situational factors.  相似文献   

9.
ABSTRACT

This research study focuses on the ways in which teachers’ professional identity is being shaped and influenced in ‘super-diverse’ school settings. For the purposes of this research, we used the Cyprus educational system as our case study to investigate how teachers experience the enactment of intercultural education at the school level. To this end, 20 interviews were carried out along with 11 female and 9 male teachers of 10 primary schools, which presented diverse profiles of their student populations. Research data revealed that teachers’ professional identity and its underpinning constructs such as emotions, job satisfaction, professional commitment, autonomy and confidence were constantly challenged and negotiated within the changing educational setting. Contextual and professional factors such as work intensification, lack of training and resources, lack of respect and negligence of teachers’ previous experiences, ideologies, values and beliefs were found to affect teachers’ identity and consequently intercultural policy enactment. Therefore, the case is made that the complexity of professional identity needs to be taken into account by policymakers because teachers are the ones who embrace, reinterpret and develop the curriculum. The way and degree to which teachers understand, adjust, perceive and enact on educational policies are affected by the extent to which these policies interact with and challenge existing identities.  相似文献   

10.
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 then examines the educational context of Catalonia during the last 30 years, emphasising the changing role of head teachers and the impact of neoliberal governance. This is followed by an account and analysis of in-depth interviews with four head teachers, focusing especially on how the head teacher’s objectives, practices and identities are being transformed, or produced, as a result of the new neoliberal ‘assessment regime’. It ends with a discussion on the importance of refusal and resistance to this process and the need to reconsider basic educational and social questions.  相似文献   

11.
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 approaches that seek to understand teacher professional identity – what it is to ‘be’ a teacher. This article seeks to offer an alternative view, presenting the idea that an understanding of the processes by which teacher professional identity is formed and mediated is central to understanding the professional learning and development needs of teachers and advancing a richer, more transformative vision for education. I argue that instrumentalist notions of teachers’ work embedded in neo-liberal educational agendas such as those currently being advanced in many western countries offer an impoverished view of the teaching profession and education more broadly, and suggest that the concept of teacher professional identity holds the potential to work as a practical tool for the teaching profession and those who work to support them in the development of a more generative educational agenda.  相似文献   

12.
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 through the following questions: What are the professional identities of SCTs? How can SCTs inform the field of teaching about professional identities? This mixed methods study gathered perspectives on professional identities through an online survey of 236 educators within 1 school district which were analysed and compared to interviews of 16 SCTs and their supervisors from the same district. The study findings invite us to consider alternative definitions of professionalism in teaching, especially for teacher leadership.  相似文献   

13.
This paper critically examines competing demands placed on teachers, with reference to recent inclusion policy in England and Australia. The authors draw on Michael Foucault’s analysis of power, neoliberalism(s) and biopolitics to explore the ways in which teachers are ‘responsibilised’ into negotiating and fulfilling demands related to both state-imposed accountability practices and social justice agendas. The economic context and associated ‘politics of austerity’ are taken into account in a critical exploration of how the (biopolitical) management of inclusion in the neoliberal present coincides with diminishing funding for social and educational expertise, with ever-increasing responsibilities being placed on teachers to fill this void. The responsibilisation of teachers in recent legislation and statutory guidance discursively constructs the teacher as a professional who takes responsibility for student and school performance, pastoral care, inclusion and social change. Responsibilisation relies on ‘dividing practices’, obliging some teachers to assess the conformity of colleagues to inclusion policy.  相似文献   

14.
《师资教育杂志》2012,38(2):209-210
This article brings together two studies which contribute to the examination of the nature of professionalism in education by focusing on the perspectives of two under-researched groups namely ‘teaching assistants’ and teacher educators working ‘either side’ of the school teacher. The projects were conducted in, and framed by, the UK policy context of public sector modernization and cuts, and raise issues of relevance to international debates on notions of professionalism in education in a context of neo-liberal policy and austerity. The studies drew upon different approaches including autoethnography, life history and discourse analysis. The authors examine the formation and representation of professional identity in education through the discourses of ‘professionalism’ of teaching assistants and teacher educators. Professionalism is articulated through three themes in the accounts; ‘non-standard’ professional transformations, role ambiguity, and the role of classroom experience and higher education in the development of professional identities. Through these themes the perspectives of teaching assistants and teacher educators locate the notion of ‘teacher professionalism’ within a broader concept of professionalism in education providing alternatives to the discourse of imposed policy, and the authors reflect upon the ways in which these voices contribute to the wider international debate on professionalism in education.  相似文献   

15.
This paper is based on an investigation into the dynamics of masculinity in two male elementary school teachers’ lives. It draws on a poststructuralist approach to empirical analysis that is informed by Sondergaard who argues for the need to attend to the ‘constitution of social practices and cultural patterns’ through which subjects make sense of their lived experiences. This approach, it is argued, is supported by Convery who stresses the need to ‘sensitively confront’ the identity claims that are inscribed through teacher narratives. In this sense, the author provides an account of the dynamics of masculinity in two male elementary school teachers’ lives, which attend to issues of sexuality and social class in examining how gendered identity management impacts on pedagogical practices and philosophical approaches to teaching. This poststructuralist analytic inquiry, with its emphasis on interrogating essentialized notions of fixed identity, illuminates the contradictory practices of hegemonic masculinity in male elementary school teachers’ lives. Such empirical inquiry, it is further argued, is necessary given the failure of educational policy, in its insistence on the need for more male role models in elementary schools, to deal adequately with the complexities and significance of male teachers’ masculinities.  相似文献   

16.
A teacher’s identity is thought to evolve in a continuous, situated fashion, amidst dynamic interaction between cognitive, affective, social, cultural and political factors. However, the literature provides little insight into the impact on the ongoing identity construction of class teachers when they encounter a few students with English as an additional language (EAL) in their mainstream classes. This paper reports on a year‐long study involving eight class teachers in four different New Zealand primary schools. Data from in‐class observations, interspersed by a series of individual reflective discussions, revealed how the presence of EAL students in the mainstream setting created tensions, the resolution of which shaped class teachers’ professional identities. Tensions surfaced in data on class teachers’ self‐efficacy perceptions, selection of teaching roles, relations with support teachers and professional development priorities. These findings thus provide fresh insights into how new situations may impact on class teachers’ self‐identities. In particular, this investigation suggests the need for schools, teacher educators and policy makers to assist teachers in challenging, and indeed moving outside of the socially prescribed borders that have traditionally defined their professional identities within the school, in order to build shared practices and more collaborative ways of solving problems.  相似文献   

17.
教师个人教育知识是教师真正信奉的,并在其教育教学实践中实际使用和(或)表现出来的对教育教学的认识。教师个人教育知识是影响教育教学质量和教师专业发展的重要因素,是学校教育及教师教育改革的重要切入点。教师个人教育知识的更新机制包括创新知识个体化,隐性知识显性化,通过与其他成员的互动产生知识更新,新近学习到的显性知识与原有显性知识相融合。教师个人教育知识的更新策略包括显性知识的更新策略——推论、应用、融合,以及隐性知识的更新策略——记录、交流、反思、写作、观摩、研讨。  相似文献   

18.
In an era of school reform and high stakes accountability, the major challenge in education is to turnaround the nation’s lowest-performing schools. National policy provides abundant resources with often restrictive prerequisites. Research indicates that quality principals and teachers are the most important factors for turning around the lowest performing schools; however there is little research in how to turnaround failing schools with high enrollments of students in poverty, who are English-Language Learners, and who are Hispanic. The purpose of this study is to understand how demography, policy and practices affect the educational edge of students in poverty, who are English-Language Learners, and who are Hispanic. How do the practices of a school leader who is professionally/culturally/linguistically responsive affect turnaround for a failing schools? How does the personal and professional background of a Latino principal affect student performance in a failing school? This research conducted a qualitative case study to include principal interviews, principal observations, teacher interviews, and the use of state and school archival data. Analyses included organizing data into data themes and triangulating data themes, using principal background, principal professional/cultural beliefs and practices, school context, teacher data, and archival data. Conclusions confirm the need to conduct research to document and define the performances for professionally/culturally/linguistically responsive principal models and their effect on student performance in historically failing schools. In addition, policymakers need to consider the organizational contexts of professional/culturally/linguistically responsive leadership and teaching models as turnaround school models.  相似文献   

19.
This paper presents the results of a two‐year qualitative inquiry, carried out in Spain, on a rather neglected side of external support to schools: the personal and professional experience of external support agents when they go back to teaching. These ex‐advisers are career teachers who return ‘home’ to school after having left it to serve for some years in Teachers’ Centers, which in Spain are the institutions in charge of school support and in‐service teacher training. During their stay there, the ex‐advisers have developed a new discourse on teaching, on school organization and on teacher training that, on their return, they have to contrast with their everyday life in schools. To explore this process, the conceptions, perceptions and visions of these professionals, has a high potential to throw some light on school support, in‐service teacher training and the construction and reconstruction of different professional identities within our educational systems.  相似文献   

20.
The three aspects of teacher change – ontological, epistemological, and sociocultural – are traditionally regarded as independent. Usually only the epistemological aspect is highlighted in formal teacher education. In this paper, I argue that a holistic and interdependent view of these aspects is needed. Thus, this paper aims to explore the process of teacher learning from a holistic perspective. Through deliberative discussions and selection, 13 ‘good’ teachers were interviewed in this study. The findings indicate that there may be a two-stage pattern (the II-VA model) that describes two different sorts of teachers. The first sort refers to those teachers who developed strong identities before beginning their teaching service and who tended to have a clearer educational vision which had a direct impact on their practices and professional development. As for the second sort, the teachers’ identities were vague in their first years of teaching, but their professional identities gradually developed within the referential community with affective and professional functions. These stages imply that we should replace ‘abstract theory’ with ‘subject reflection’ in the center of teacher education. Three kinds of reflection (theory-rationale, identity-integration and vision-accomplishment) are thus identified from a holistic view of teacher change.  相似文献   

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