A conversation of teachers: In search of professional identity

Abstract

The authors describe teacher professional identity as lived experience in the context of educational change. Adopting activity theory and its genesis in cultural historical theory (Stetsenko & Arievitch, 2004) as a framework, the article discusses the way teachers see themselves as professionals and how they compose their identities in schools, the educational space, which is their workplace. Activity theory is utilised as the broad theoretical lens and the design type and methodology are discussed accordingly. The school and the classroom are activity systems (Engeström, 1991), and social and semiotic ecosystems (Lemke, 1995). It is therefore in the tensions within the activity system that we capture and represent a constructed teacher conversation, composed of the voices of three social actors on an imaginary social stage, which is the empirical text of the article. Main findings speak to multiple roles, struggling voice and forging professional identity in the changing educational landscape.This article attends to teacher identity as lived experience in the context of educational change. In a young democracy such as South Africa, teachers play a critical role in educating the youth and advancing the social collective good. We argue that, in a society where the social capital divide is increasing, teachers are one of the last hopes for the young from especially rural and poor township communities. Adopting activity theory and its genesis in cultural historical theory (Stetsenko & Arievitch, 2004) as a framework, the article discusses the way teachers see themselves as professionals and how they compose their identities in schools, the educational space, their workplace. This workplace is neither fixed nor static, but a site for intersecting networks of relations, technology (tools) and practice which extend in complex interrelations beyond what is seen as the institution (McGregor, 2003). All of these aspects are enlarged in a society in transition where there are numerous structural and semiotic changes.

Identifying as a Librarian: When and If LIS Graduates in Non - Library Roles Use the Title “Librarian”

“…Identity theories also argue that individuals possesses multiple identities and that social contexts will determine which identity or aspects or their identity is demonstrated (Smit, Fritz & Mabalance 2010). An identity is more likely to influence a person's attitudes and behaviour if it has high salience (Burke Robertson 2011).…”

Towards the well-being of vocational teachers: the role of personality characteristics

“…the Role of Personality Characteristics Komba et al, 2013;Marcelo, 2009;Smit et al, 2010). It is composed of sub-identities which are not necessarily linked (Komba et al, 2013;Marcelo, 2009).…”

“…Various influential factors (individual and contextual) have been explored in previous studies (e.g. Beijaard et al, 2000;Lee & Yin, 2011;Smit, Fritz, & Mabalane, 2010;Yamin-Ali & Pooma, 2012). However, there is a lack of research exploring the links between vocational teachers' professional identity and their personality traits.…”

O valor formativo das comunidades de prática na construção da identidade profissional

“…O estágio, etapa essencial no contexto dos programas de formação de professores (Fletcher & Kosnik, 2016;Smit, Fritz, & Mabalane, 2010) e articulador de diferentes conhecimentos (Iza & Neto, 2015), deve acontecer em grupo. Neste sentido, o estágio deve possuir um carácter de trabalho coletivo em que tanto os estudantes estagiários (EE), como os orientadores da faculdade e da escola desempenham um papel fundamental na coconstrução de novo conhecimento (Kim Chuan, Wong, Choy, & Tan, 2009).…”