Conceptualizing ‘Teacher Identity’: A Political Approach

Zembylas, Michalinos; Chubbuck, Sharon M.

doi:10.1007/978-3-319-93836-3_16

Cited by 41 publications

(33 citation statements)

References 40 publications

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“…Yet its main contribution lies in recognising that any articulation of teacher identity is a work in progress that at best provides a ‘snap-shot’ of who a teacher is or can be in a particular moment in time and space, rather than offering an absolute proclamation of who they are irrespective of context. If educators can come to recognise that identities are contingent and constructed in relation to personal, professional and cross-cultural experiences, then they may be in a better position to not only interrupt and question those received identities conferred by organisations, but also be open to ‘new creative assemblages’ (Zembylas & Chubbuck, 2018, p. 189) in order to develop new professional identities. The dialogic approach utilised as part of the framework could be adopted and adapted by school leaders in other international schools.…”

Section: Discussionmentioning

confidence: 99%

Constructing International School Teacher Identity from Lived Experience: A Fresh Conceptual Framework

Poole

2020

Jnl of Research in Internatl Education

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This paper responds to Bailey and Cooker’s (2019) paper entitled ‘Exploring Teacher Identity in International Schools: Key Concepts for Research’ in which the authors offer a typology of international school teachers based on interviews with non-qualified teachers. This paper builds upon the typology of international school teachers by offering a framework for researching international school teacher identity. The framework is illustrated by interview data with an expatriate teacher in a Chinese Internationalised School, both of which remain under-researched. Chinese Internationalised Schools typically cater to local middle-class elites and offer some form of international curricula, such as the International Baccalaureate Diploma, alongside study of the Chinese national curriculum. Rather than utilising a priori teacher types derived from existing typologies, the framework utilises teachers’ lived experiences to inductively construct a ‘snap-shot’ of their teacher identity. Drawing upon postmodern approaches to teacher identity, identity is conceptualised as an ongoing dialogic process. Interview data with an international school teacher called Tyron (a pseudonym) is utilised in order to take the reader through how the framework is intended to be put into practice. The framework is an alternative approach to researching international school teachers that guides researchers away from labelling teachers by observation and instead looks at what they do and their histories. Moreover, this approach involves both the researcher and the teacher, and not, as is typically the case, only the researcher.

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Section: Discussionmentioning

confidence: 99%

Constructing International School Teacher Identity from Lived Experience: A Fresh Conceptual Framework

Poole

2020

Jnl of Research in Internatl Education

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“…This research needs to tease out how pre-service teachers' racial/cultural identity, prior experiences with diversity, and experience with other coursework also may infl uence the outcomes reported. This emphasis implicates a range of important scholarship, not always applied to social justice goals, including teacher identity , practical knowledge, teacher beliefs etc., which are beyond the scope of this chapter (see Beauchamp & Thomas, 2011 ;Beijaard, Meijer, & Verloop, 2004 ;Fives & Buehl, 2012 ;Gay, 2015 ;Zembylas & Chubbuck , 2015 ). Second, follow-up studies are needed to examine whether or not these effects extend into the fi eld.…”

Section: Recommendations For Field Placementsmentioning

confidence: 96%

Social Justice and Teacher Education: Context, Theory, and Practice

Chubbuck

Zembylas

2016

International Handbook of Teacher Education

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Teacher education focused on social justice does not exist in a vacuum. Its theory and practice reside in a global context that can exert considerable infl uence on its formulation and expression, even as those very contexts also can be infl uenced by theory and practice as those develop over time. Examining the contextualization of teacher education for social justice with a delineation of its theory and practice is important to advance the fi eld. With that goal in mind, this chapter examines relatively recent scholarship-theoretical and empirical -on the context, theory, and practice of teacher education informed by goals of social justice.The timeliness of this review is clear. According to many educational theorists and researchers , primarily from 2008 to 2011 when publications peaked, the term 'social justice' is used generously throughout teacher education programmes, at least in the United States, with ill-defi ned meaning, often functioning more as emotionally evocative slogan than substantive guide

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“…Research efforts have been exerted to explore the interplay between different forms of power, practices of policy and teacher identity. For example, Zembylas and Chubbuck (), arguing that the intersection between identity and politics impacts on professional identity in teaching, conceptualise teacher identity as being ‘politicized, discontinuous, and shifting’ (p. 183). Perryman et al .…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Research efforts have been exerted to explore the interplay between different forms of power, practices of policy and teacher identity. For example, Zembylas and Chubbuck (2018), arguing that the intersection between identity and politics impacts on professional identity in teaching, conceptualise teacher identity as being 'politicized, discontinuous, and shifting' (p. 183). Perryman et al (2017) investigated the role that the pastoral power of government played in the practices of policy implementation in school contexts and documented the process of how these practices are complicit in 'the formation of and constitution of teacher subjects, and their subjection to the morality of policy and of educational reform' (p. 745).…”

Section: Teacher Identitymentioning

confidence: 99%

An ethical analysis of how ESL teachers construct their professional identities through the use of information technology in teaching

Lai

2019

British Educational Res J

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While there is growing recognition of the mutually shaping relationship between teaching with information technology (IT) and teachers’ beliefs, skills and self‐efficacy, there has been a paucity of research attention on the construction of teacher identity during actual IT‐assisted in‐class teaching and out‐of‐class networking with students, in a full institutional and social context. This study investigates how a group of secondary school English as a second language (ESL) teachers regulated their teaching and practices and constructed their identities in relation to governmental requirements for the use of IT in teaching. Teachers from seven government‐subsidised schools in Hong Kong were interviewed about their experiences of using IT in teaching. We frame the reported practices of these teachers as a process of construction of identity, formed in the context of the ‘governmentality’ supporting current examination‐oriented educational policy. Observing from the perspective of what has been termed ‘governmentality’ and an ethical framework for self‐formation of personal identity makes it possible to see these teachers’ professional identities constructed through the use of IT practices within the contradictory conditions of professional/personal demands, compliance/resistance, school promotion/peer non‐cooperation, advantage/disadvantage in use of IT, use of IT/content and pedagogical knowledge. This study has implications for developing a more supportive and rational environment for the use of IT in teaching, in which more autonomy and identity options—rather than constraints—can be provided for teachers in the digital era. This study also informs practitioners and policy makers in other educational settings experiencing a similar IT boom in teaching.

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Conceptualizing ‘Teacher Identity’: A Political Approach

Cited by 41 publications

References 40 publications

Constructing International School Teacher Identity from Lived Experience: A Fresh Conceptual Framework

Constructing International School Teacher Identity from Lived Experience: A Fresh Conceptual Framework

Social Justice and Teacher Education: Context, Theory, and Practice

An ethical analysis of how ESL teachers construct their professional identities through the use of information technology in teaching

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