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Raymond Bjuland Maria Luiza Cestari Hans Erik Borgersen 《Journal of Mathematics Teacher Education》2012,15(5):405-424
This article focuses on the methodological use of reflective narratives from discourses and activities of an experienced primary teacher as evidence of her professional identity. The teacher’s reflective narratives emerge from her participation in a 3-year developmental and research project, Learning Communities in Mathematics, conducted at the University of Agder (UiA) in Norway. As background for our study, we firstly present the teacher in action with her sixth-grade pupils in a mathematics lesson, and then analyse selected clusters of reflective narratives from different empirical situations in the project. We have identified four identity indicators, which have been elaborated and organised thematically, related to the teacher’s engagement and critical alignment in the community of participants: (1) Positioning in relation to pupils, (2) Reflecting on developing a workshop model in teaching, (3) Integrating and expanding models of teaching and (4) Challenging positioning in relation to didacticians. These indicators provide evidence of the teacher’s professional identity. We suggest that the emergence of these indicators also gives empirical evidence of professional teacher identity development. 相似文献
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Cindy Jong 《The Journal of educational research》2016,109(3):296-310
Novice teachers often have difficulty transferring what they learn in teacher education programs to classroom practice. This is especially true for elementary school teachers who are expected to teach mathematics with reform-oriented methods. The purpose of this longitudinal case study was to examine the experience of one novice elementary school teacher over a 3-year period, and understand the factors that supported her to enact a reform-oriented practice in mathematics as she transitioned from being a preservice to inservice teacher. Influential mathematics education models, her commitment to learning, and school-based contexts affected her teaching identity and practices. To conclude, an argument is made for teacher education experiences to explicitly address mathematics teacher identity to support the enactment of reform-oriented practices. 相似文献
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Martin A. Simon 《Educational Studies in Mathematics》1994,26(1):71-94
The reconceptualization of mathematics teacher education based on current mathematics education reform efforts necessitates the elaboration of theoretical frameworks to guide both the practice of and research on teacher education. The author presents a framework which has been useful in shaping two major mathematics teacher education research and development projects. This framework for mathematics teacher learning builds recursively on a framework for mathematics learning which derives from a social constructivist view of learning and incorporates aspects of French didactical theory using the organizing structure of the Karplus Learning Cycle. The framework can be used to think about the content and organization of a particular lesson or of an entire course or program for teachers. Further, it describes the interconnection between different domains of teacher knowledge. 相似文献
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Elizabeth de Freitas 《Teaching Education》2013,24(1):43-55
This paper reports on an action research project designed to explore the complexities of pre‐service mathematics teacher resistance to social justice issues. Research on equity and mathematics education has indicated that such resistance seems particularly strong for mathematics teachers. Twelve pre‐service mathematics teachers participated in a course‐based research project to explore this issue. Participants completed a classroom discourse analysis and a self‐study narrative as part of their secondary mathematics methods course. The findings suggest that attention to issues of identity construction within school mathematics can be successfully embedded in methods courses in order to better prepare mathematics teachers to teach for diversity. 相似文献
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Lucy Avraamidou 《Studies in Science Education》2013,49(2):145-179
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 and studied in science education. In doing so, I synthesise the findings of 29 empirical studies on teacher identity within the field of science education in an attempt to respond to the following questions: (a) In what ways have researchers used the construct of teacher identity to examine science teacher learning and development? (b) What approaches to supporting science teacher identity development have been documented in the literature? Following that, I identify gaps and limitations in the existing literature and I offer recommendations for future research in the area of science teacher identity and identity development: (a) studying teacher identity as a process; (b) connecting science teacher identity research and reform recommendations; (c) conducting large-scale, longitudinal and life-history studies; and (d) examining teacher identity enactment in school classrooms. 相似文献
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Marja-Terttu Tryggvason 《欧洲师范教育杂志》2012,35(3):289-303
The aim of the present study was to explore how Finnish university-based subject teacher educators perceived their professional identity. Several factors related to professional identity were analysed. Subject teacher educators are initially subject teachers who have proceeded to the doctorate level. They form a small academic group within a larger faculty milieu with only partial responsibility for a teacher education programme. The study is based on focus group interviews with 15 subject teacher educators at four of the eight universities that offer teacher education in Finland. The results reveal that these teacher educators have a strong and persistent self-ascribed identity of an educational nature. The close social interplay with other subject teacher educators within the faculty seems to contribute to a confident collective identity. However, the self-identity is not congruent with the other-ascribed identity, which varies depending on the other party’s institutional context. The subject teacher educators examined in this study wished to have research included to a higher extent in their identity as subject teacher educators. 相似文献
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叶菊艳 《北京大学教育评论》2013,11(1):83-94,191
本文试图讨论教师身份研究的方法论问题.文章明晰了 teacher identity 一词的内涵,认为教师对自己身份的感知是教师于历经时空变化下在自我、人际群体及政策/制度对教师赋予的角色期待之间协商的结果.这个协商的过程亦是教师身份构建的过程.对该过程进行操作化研究可以甚至只能通过叙述来实现,为此作者进一步讨论了叙述与身份的关系以及如何运用叙述来进行身份研究. 相似文献
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《Journal of Language, Identity & Education》2013,12(1):21-44
Language teacher identity is an emerging subject of interest in research on language teacher education and teacher development. Yet relatively little attention has been paid to the ways in which teacher identity is theorized. The present article explores ways of theorizing language teacher identity by presenting three data-based studies of teacher identity and juxtaposing the three different theoretical frameworks that they use: Tajfel's (1978) social identity theory, Lave and Wenger's (1991) theory of situated learning, and Simon's (1995) concept of the image-text. It is seen that each theoretical perspective allows us to investigate different substantive and theoretical aspects of language teacher identity and that there are strong conceptual resonances among the different approaches. While in isolation each theory has its limitations, an openness to multiple theoretical approaches allows a richer and more useful understanding of the processes and contexts of teacher identity. 相似文献
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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 indicated that the teacher made an investment in ELLs' identity by positioning them as like any other student. The desired return on the teacher's investment was a strengthened self-positioning as a natural and highly competent teacher. The implications of teacher investment in learner identity for teacher practice, learner identity construction, and teacher education are discussed. 相似文献
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Jennifer L. Cohen 《Teachers and Teaching》2013,19(2):79-93
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 popular media. These highly contested discourses about teachers' roles and responsibilities constitute an important context for research on teachers and teaching, as researchers and educators ask how changes to the teaching profession affect teacher professional identity. This article investigates the identity talk of three mid‐career teachers in an urban, public school in the USA, to better understand how the teachers used language to accomplish complex professional identities. Research approaches to teacher identity often focus on teacher narrative as a key tool in identity formation. The analysis presented here extends our understanding of language as a resource in teacher identity construction by using discourse analysis to investigate how speakers use implicit meaning to accomplish the role identity of teacher. The analytical lens draws on an interdisciplinary framework that combines a sociological approach to teacher as a role identity with an investigation of language as a cultural practice, grounded in the ethnography of communication. The analysis focuses on how teachers use specific discourse strategies – reported speech, mimicked speech, pronoun shifts, oppositional portraits, and juxtaposition of explicit claims – to construct implicit identity claims that, while they are not stated directly, are central to accomplishing teacher as a role identity. The analysis presented here focuses on the particular implicit role claim of teacher as collaborator. Findings show that, in their identity talk, the teachers strategically positioned themselves in relation to others and to institutional practices, actively negotiating competing discourses about teacher identity by engaging in a counter discourse emphasizing teachers' professional role as knowledge producers rather than information deliverers, collaborative, rather than isolated, and as agents of change engaged in critical analysis to plan action. Awareness of how these counter discourses operate in the teachers' conversation helps us better understand the cultural significance of identity talk as a site for the negotiation of the significances for the role identity of teacher. In addition, the notions of role identity and implicit identity claims offer an accessible way to talk about the complexity of teacher identity, which can be helpful for increasing awareness of the importance of teacher identity in teacher education and professional development, and in bringing teachers' voices more prominently into the debates over education. 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
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Janette Bobis Jennifer Way Judy Anderson Andrew J. Martin 《Journal of Mathematics Teacher Education》2016,19(1):33-55
This study explored the beliefs about student engagement in mathematics of three Year 5 and 6 teachers, focusing on the shifts that occurred during a 10-week intervention. Data obtained from teacher surveys, interviews, video-recorded workshop observations and artefacts from teachers’ classrooms reveal variations in their reactions to the professional learning experiences. Teacher responses were mediated by personal and contextual elements including teacher efficacy beliefs, teacher confidence in mathematics and their conceptions of student engagement. Theories of teacher conceptual change are used to account for variations to teacher beliefs. 相似文献
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Betina Hsieh 《Teachers and Teaching》2013,19(2):178-190
Previous work on new teacher professional identity has focused on identity as a process of negotiation between individual and contextual factors. These negotiations are often filled with a struggle between personal agency and structures that prevent the enactment of an ideal professional self. This study introduces and discusses three teacher professional identity orientations (self, classroom, and dialogic) and the implications of each orientation on a teacher’s professional identity and classroom practice. While each focal teacher featured in the study drew from similar sources of professional identity (experiences as students, classroom practical experience, and theory/research), the teachers varied in the degree of importance accorded to each identity source. This variation led to differences in approach to their roles as teachers as well as differences in their work with students. Using a qualitative, comparative case study methodology to highlight features of each professional identity orientation, this study provides evidence of discourse related to each orientation and discusses implications of identity orientation in each case study teacher’s classroom practice. After the discussion and analysis of the data, the author offers recommendations for teacher educators (pre-service and in-service) and researchers related to understandings of professional identity development and implications for the work of pre-service teacher education and continuing professional development. 相似文献
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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 and educated in Māori-medium and then English-medium New Zealand schools, develops his identity as a teacher as he navigates a range of educational contexts and experiences. His views on assessment provide a focus. The paper presents a case study drawn from a two-year longitudinal study, comprising a series of interviews with the teacher, as he transitioned from a university graduate to a qualified science teacher working in his first school. The complexity of teacher identity development is highlighted, particularly for teachers for whom cultural identity and indigenous world view is important. It suggests that beginning teachers need more time in their pre-service teacher education to reflect on the influence their formative educational experiences have on who they are becoming as a teacher. 相似文献
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Michalinos Zembylas 《Teachers and Teaching》2013,19(3):213-238
This article illustrates the significance of teachers' emotions in the construction of teacher identity by invoking a poststructuralist lens in discussing the place of emotion in identity formation. In suggesting a poststructuralist perspective of emotions and teacher identity, it is argued that teacher identity is constantly becoming in a context embedded in power relations, ideology, and culture. In theorizing about teacher identity two ideas are developed: first, that the construction of teacher identity is at bottom affective, and is dependent upon power and agency, i.e., power is understood as forming the identity and providing the very condition of its trajectory; and second, that an investigation of the emotional components of teacher identity yields a richer understanding of the teacher self. This discussion is motivated by a desire to develop analyses that investigate how teachers' emotions can become sites of resistance and self-transformation. The emphasis on understanding the teacher-self through an exploration of emotion opens possibilities for the care and the self-knowledge of teachers and provides spaces for their transformation. 相似文献
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Minna Uitto Saara-Leena Kaunisto Leena Syrjälä Eila Estola 《Scandinavian Journal of Educational Research》2013,57(2):162-176
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 material consists of small stories based on videotaped peer group discussions of 11 Finnish teachers. The results of the research illustrate the micropolitical context at the heart of how a beginning teacher's identity is constructed through diverse emotionally significant relationships. Narrative ways of working, such as group discussions, can offer teachers an opportunity to recognize different dimensions of their identity. 相似文献