All Roads Lead to Rome: Developmental Trajectories of Student Teachers' Professional and Personal Identity Development

Leijen, Äli; Kullasepp, Katrin

doi:10.1080/10720537.2013.759023

Cited by 31 publications

(22 citation statements)

References 22 publications

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“…some teachers want to be inspiring to their students, others want to be lighthearted and humorous; some are satisfied when they feel a warm and cooperative relationship with their students, and others feel their job as a personal calling. Typically, it is the mix of social and personal positions that constructs one's role in society and, at the same time, contributes to one's personal identity (for an example of the coalition of social and personal positions in student teachers, see Leijen and Kullasepp, 2013). Rowan (2012) sees the notion of an I-position as the latest version of a long-standing idea: multiplicity of the self.…”

Section: I-positions Revisitedmentioning

confidence: 99%

Self as a Society of I‐Positions: A Dialogical Approach to Counseling

Hermans¹

2014

J Humanistic Counseling

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Building on James's (1890) idea of an extended self and Bakhtin's (1929Bakhtin's ( /1973   several centuries ago, Montaigne (1580/1603) demonstrated a striking insight into human nature when he said, "We are all framed of flaps and patches, and of so shapeless and diverse a contexture, that every piece, and every moment playeth his part. And there is as much difference found between us and our selves, as there is between our selves and others" (pp. 196-197). The first part of this sentence gives expression to an observation that, in our contemporary society, is more relevant than ever before in Gagelveld 34, 6596 CA Milsbeek, .nl).Journal of HUMANIsTIc cOUNsELING  July 2014  Volume 53 135human history: the emergence of a multiplicity of the self at the edges of fragmentation or even beyond.The second part of Montaigne's statement reflects something equally relevant for our times: the increasing difference between the several parts or facets of the self. As long as we attach to the implicit or explicit view that the self is united and coherent as it is, assuming that the self of one person is different from the selves of other people but identical to itself, we run the risk of ignoring the fact that, as part of a heterogeneous world society, the self has become more and more different from itself. For example, as a teacher at school, I am different from myself as a mother of two adopted children from Bhutan; as physically handicapped, I feel inferior when I am in a shop, but as a champion of the Paralympics I am honored and admired; or, as someone raised in a Dutch culture, I am used to responding to others in a direct and honest way, but, being married to an Iranian woman, I have learned to express respect to people. As a result of increasing technological advancements (e.g., media, transport) and intensified cultural, demographic, economical, ecological, and military interconnections, we increasingly live in a globalized world in which differences become apparent as people from a variety of social, cultural, and historical backgrounds meet each other as part of a compressed world society. Widening their horizons, individuals and groups have an increased range of identifications and disidentifications available that enlarge actual or possible differences in self and identity (for reviews, see Hermans & Dimaggio, 2007;Kinnvall, 2004). THE cEnTER cannoT HoldIn his poem "The second coming" (1920), written in the aftermath of the First World War, William Butler Yeats expressed the sensitivity of the self to the changing society in a most succinct way: "Things fall apart, the center cannot hold." With this dictum, Yeats suggested the existence of a space or circle with a center that, located in a field of tension, is pulled in different and even opposed directions by influential environmental forces. When we apply this dictum to the psychology of the self, we are a self that is subjected to a variety of decentering influences that put the coherence and unity of the self increasingly under stress (Hall, 1991)....

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Section: I-positions Revisitedmentioning

confidence: 99%

Self as a Society of I‐Positions: A Dialogical Approach to Counseling

Hermans¹

2014

J Humanistic Counseling

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“…Though the earlier studies have mainly concentrated either on professional or personal aspects of the professional identity (for further information see Beijaard et al, 2004), the further authors (e.g. Beijaard et al, 2004;Burke & Stets, 2009;Leijen, Kullasepp, & Agan, 2010;Leijen & Kullasepp, 2013a, 2013bPillen, Den Brok, & Beijaard, 2013), also pay attention to the connection and interaction of the two variants of the professional identity. The present study focuses on the professional variation of professional identity.…”

Section: Teacher's Professional Identitymentioning

confidence: 98%

Perception of Professional Identity Among the Violin Teachers of Estonian Music Schools

Leijen

Linde

Kivestu

2015

Procedia - Social and Behavioral Sciences

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A survey was conducted among 58 violins teachers (43 % of the total population) in Estonia to study teachers' perceptions of professional identity. Professional identity perceptions and self-reported teaching activities were collected with a questionnaire developed by Beijaard, Verloop & Vermunt (2000). It appeared that i) during their career, teachers´ perceptions of their professional identity shifted from subject-centred focus towards a focus on students' general development; ii) self-perception of identity was not often related to self-reported teaching activities; iii) there are differences between professional identity perceptions in relation to teachers' pedagogical rank.

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“…Ühiskonna suurenenud ootused ei nõua õpetajatelt mitte ainult valmisolekut täiendada oma teadmisi ja oskusi, vaid ka soovi eksperimenteerida erinevate rollidega ning kujundada professio naalne identiteet, mis sobitub pidevalt muutuva kontekstiga. Õpetajate identiteedi kujunemist ja muutumist puudutavad uuringud on viimastel aastakümnetel olnud paljude pedagoogikateadlaste huvi objektiks (Akkerman & Meijer, 2011;Anspal, Eisenschmidt, & Löfström, 2012;Beijaard, 1995;Day, Kington, Stobart, & Sammons, 2006;Flores & Day, 2006;Leijen & Kullasepp, 2013;Pillen, Brok, & Beijaard, 2013;Thomas & Beauchamp, 2007Timoštšuk & Ugaste, 2010). Kuigi professio naalse identiteedi mõiste defineerimises pole uurijatel selget üksmeelt (Akkerman & Meijer, 2011;Beijaard, Meijer, & Verloop, 2004), peetakse professionaalse identiteedi kujunemise ja mõju uurimist õpetaja õppimise ja töö seisukohalt ülioluliseks (Beauchamp & Thomas, 2009).…”

Section: Sissejuhatusunclassified

A longitudinal study of the development of the professional identity of student teachers

Poom-Valickis¹,

Löfström²

2014

EHA

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Artiklis antakse ülevaade viieaastase pikiuuringu tulemustest, keskendudes uuringus osalenud üliõpilastega õpetajakoolituse lõpus tehtud intervjuudele (N = 13). Artiklis otsitakse vastust küsimustele, kuidas õpetajakoolituse lõpetanud tudengid interpreteerivad enda õpetaja identiteedi kujunemist õpingute kaudu; milline on see õpetaja identiteet, mille poole soovitakse püüelda, lähtudes õpetaja ideaalist; ning millised on need põhitegurid, mis on mõjutanud tulevase õpetaja arusaamu õpingute käigus. Mittestruktureeritud intervjuus kasutati taustinfona ja intervjueeritavate mälutugedena nende poolt kolmel õpinguaastal kirja pandud metafoore õpetaja rolli kohta ning küsimustiku abil kogutud infot. Intervjuudest ja varasematest küsitlustest saadud info kõrvutamine ning analüüs võimaldavad paremini mõista aspekte, mis mõjutavad tulevaste õpetajate professionaalse identiteedi kujunemist. Tulemuste põhjal võib öelda, et õpetajakoolitust alustatakse naiivse ettekujutusega õpetaja tööst, lähtudes isiklikust varasemast koolikogemusest. Aine- ja klassiõpetajad väärtustavad õpetaja ideaali kirjeldamisel eri aspekte. Arusaamad õpetaja tööst ja rollist muutuvad õpingute jooksul komplekssemaks, õpetajakoolituse lõpus väärtustatakse enim pedagoogilist asjatundlikkust. Kõige tugevamalt mõjutab tulevase õpetaja arusaamu aga pedagoogiline praktika. Uurimuse tulemused võimaldavad paremini mõista algajate õpetajate arengut õpingute jooksul ning annavad viiteid õpetajate koolitajatele, kuidas tõhusamalt toetada professionaalse identiteedi kujunemist kui üht olulist aspekti õpetajahariduse omandamisel. Summary

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All Roads Lead to Rome: Developmental Trajectories of Student Teachers' Professional and Personal Identity Development

Cited by 31 publications

References 22 publications

Self as a Society of I‐Positions: A Dialogical Approach to Counseling

Self as a Society of I‐Positions: A Dialogical Approach to Counseling

Perception of Professional Identity Among the Violin Teachers of Estonian Music Schools

A longitudinal study of the development of the professional identity of student teachers

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