A New Conceptual Framework for Teacher Identity Development

Pishghadam, Reza; Golzar, Jawad; Miri, Mir Abdullah

doi:10.3389/fpsyg.2022.876395

Cited by 19 publications

(9 citation statements)

References 80 publications

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“…Assessment identity draws on teacher identity, which has amassed a burgeoning body of literature in education (Pishghadam et al, 2022). Looney and colleagues (2018) identify five overlapping dimensions of teacher assessment identity conveyed through statements in the first person: "I know," "I believe," "I feel," "I am confident," and "my role" (pp.…”

Section: Interweaving Arts and Assessment To Expand Thinking About Id...mentioning

confidence: 99%

Contributing to Social Change in Higher Education by Using Arts-Informed Inquiry to Expand Thinking about Assessment Identity

Searle,

Carbone,

Chowdhury

et al. 2023

RAE

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This essay describes an art-informed inquiry to develop inclusive spaces and advance critical thinking about identity where artist-researcher-educator/researcher collaborations are enacted through oil pastels, collages, and an exhibit as a catalyst for expanding thinking about assessment identity. Those involved considered how assessment identity is a complex construct that influences pedagogy by artfully reflecting their knowledge, beliefs, feelings, confidence, and role. A library exhibit engaged broader audiences as an act of disrupting and expanding traditional expectations about educators/ researchers. This project makes space to embrace diversity and multiple ways of knowing with a commitment to inclusion that interweaves imagination and dialogue

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Section: Interweaving Arts and Assessment To Expand Thinking About Id...mentioning

confidence: 99%

Contributing to Social Change in Higher Education by Using Arts-Informed Inquiry to Expand Thinking about Assessment Identity

Searle,

Carbone,

Chowdhury

et al. 2023

RAE

View full text Add to dashboard Cite

show abstract

“…The research above shows that the first researchers, Pishghadam, Golzar, and Miri (2022), discussed that teacher identity is complex, dialogic, and realistic. In contrast, the second researcher, Cunningham (2020) discussed the factors that build teacher identity: self-efficacy, motivation, and job satisfaction.…”

Section: Introductionmentioning

confidence: 96%

“…Yumarnamto and Prijambodo (2020) Here are some related studies on teacher identity, emotions, and beliefs. According to Pishghadam, Golzar, and Miri (2022), from being a fundamental, internal, fixed, and linear construct, teacher identity has become a dynamic, complex, context-dependent, dialogical, and intrinsically connected reality. It shows that the teacher's identity is complex, realistic, emotional, and dialogical.…”

Section: Introductionmentioning

confidence: 99%

English Teachers' Identity Influence on Emotions and Beliefs: A Narrative Inquiry Into Private and State School Teachers

Mallisa,

Mbato

2023

mgs

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Teacher identity, emotions, and beliefs are all interconnected aspects of a teacher's professional self-concept and are essential to effective teaching. Therefore, this study aims to determine and prove that teacher identity has a significant influence on emotions and beliefs. The author used qualitative research from the life experiences of two junior high school English teachers from private and public schools in Tarakan, North Kalimantan. This study used a narrative inquiry method with indepth interviews. An in-depth interview was the primary data source, and the support data were collected from some journals and online resources relevant to this study. Furthermore, the results of the interview showed that both teachers had strengths and weaknesses in forming their teachers' identities, emotions, and beliefs. However, the best and most prominent is the teacher's answer from the private school.

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“…Nowadays, teacher identity is an evolving and changing concept [1]. This is particularly evident for teachers in training, as they are surrounded by influences that include not only their epistemological formation, but also their personal, inter-personal, and contextual circumstances.…”

Section: Introductionmentioning

confidence: 99%

The Body-Camera Approach: Teacher Identity through Video Elicitation and Video Essay to Create Shared Heritages

Barrera-García,

Álvarez-Rodríguez

2024

Heritage

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This paper presents an approach to teacher identity heritage as a result of the implementation of a research device created through Arts-Based Research (ABR) methods, specifically with video elicitation and video essays used as research tools. Two main objectives were addressed. The first one was to establish the real relevance of focusing performance on teacher identity. The second one involved testing a new methodological proposal specifically designed for this purpose, but still useful in other contexts where heritage identity is as present as in teaching. The device, a body camera, involves a process that allows new ways to understand the creation of identities using video to encourage the production of new meanings through visual and oral data. The participants were teachers in training during their internship period. Some notions about teachers’ identity heritage were revealed, and also preserved, firstly through personal perspectives by video elicitations, and secondly through collective perspectives by video essays. Both are video structures used in ABR which mix creative experience, memories, life experiences, relationships, and links that shape the teachers’ professional identity.

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A New Conceptual Framework for Teacher Identity Development

Cited by 19 publications

References 80 publications

Contributing to Social Change in Higher Education by Using Arts-Informed Inquiry to Expand Thinking about Assessment Identity

Contributing to Social Change in Higher Education by Using Arts-Informed Inquiry to Expand Thinking about Assessment Identity

English Teachers' Identity Influence on Emotions and Beliefs: A Narrative Inquiry Into Private and State School Teachers

The Body-Camera Approach: Teacher Identity through Video Elicitation and Video Essay to Create Shared Heritages

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