Female teacher identity and educational reform: perspectives from India

Clarke, Marie; Atwal, Jyoti; Raftery, Deirdre; Liddy, Mags; Ferris, Ruth; Sloan, Seaneen; Kitanova, Magdelina; Regan, Ellen M.

doi:10.1080/13664530.2023.2219645

Cited by 2 publications

(3 citation statements)

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“…Its application in the Indian context is hitherto uncharted but may offer thought-provoking perspectives, especially as teachers are groomed to undertake a ritualised set of techniques (Batra, 2014;Gupta, 2017) and are often perceived as 'meek dictators' (Kumar, 2014). As Clarke et al (2023) point out, teachers in India are perceived as 'products and carriers of reform' (p. 417) but often have contrasting perceptions of these agendas they are expected to implement. This pervasive duality of fulfilling managerial prescriptions of the state as a front role and their undermined status in the daily classroom as the backstage/offstage reality thus offer complementary ways to apply Goffman's (1955Goffman's ( , 1959 constructs in a research setting, where teachers are seldom offered opportunities to talk about their selfimage in their professional practice.…”

Section: Frontmentioning

confidence: 99%

“…Teachers in India navigate 'ambivalences and contradictions' (Majumdar & Mooij, 2012, p. 67) in their careers as they constantly toggle between the contrasting roles of performative regulation and child-centred reform (Chandran, 2020). In general, the surveyed literature portrays teachers operating with a limited worldview (Batra, 2009;Dewan, 2009;Smail, 2014) and describes feelings of demotivation and dissatisfaction (M. Clarke et al, 2023;Majumdar & Mooij, 2012;Mooij, 2008;Ramachandran, 2018;Smail, 2014). They perceive their role as constantly obeying the dictates of bureaucracy (Majumdar & Mooij, 2012;Ramachandran, 2018), with their own views overlooked or underrepresented by all stakeholders in the system.…”

Section: Teacher Identity In Indiamentioning

confidence: 99%

“…Research interest in teacher identity has become a 'bread and butter' staple 'of our education diet' (Hoffman, 1998, p. 325); it has highlighted the way teachers traverse the various demands made of them by policymakers and stakeholders in schools, with their own personal beliefs and perspectives on their work (Beauchamp & Thomas, 2009;Beijaard & Meijer, 2017;Brooks, 2016;M. Clarke et al, 2023;Sachs, 2005).…”

mentioning

confidence: 99%

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‘Social Science Teacher? Anyone Can Become’: Examining Professional Subject Identity of Social Science Teachers in India

Subramanian

2024

Contemporary Education Dialogue

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Teacher identity can serve as an important lens to examine the way teachers traverse the various demands made of them by policymakers and stakeholders in the school system, with their own perspectives of self and their work. Official narratives and curriculum documents lead to the construction of a public identity and what it means to be a ‘good teacher’ in a broad and generic sense. However, much less attention is paid to teachers’ biographical accounts of their professional identity, from a stance as practitioners of a specific subject, and their lived experiences, thereof. This article reports on a qualitative study undertaken as a pilot project for a doctoral dissertation, where six social science teachers from Mumbai and Bangalore, participated in three online focus group discussions. The framework used to analyse the data is Goffman’s dramaturgical theory of impression management. Findings reveal that social science teachers present their professional identity using reified expressions of competence, idealise social science as a subject, and seek validation of their status as teachers of a nonutility subject. These are discussed in the context of recently proposed educational reforms in India, with the recommendation that policymakers must take cognizance of this fragile sense of subject identity and an acute sense of disempowerment facing social science teachers, who are not averse to accountability measures per se, to enhance their standing.

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Section: Frontmentioning

confidence: 99%

Section: Teacher Identity In Indiamentioning

confidence: 99%

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confidence: 99%

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‘Social Science Teacher? Anyone Can Become’: Examining Professional Subject Identity of Social Science Teachers in India

Subramanian

2024

Contemporary Education Dialogue

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Education sector development and teacher identity construction: a reflective experience

Lawrent

2024

Front. Educ.

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IntroductionTanzania, like other developing countries, has adopted numerous educational reforms geared towards addressing challenges rooted in either the colonial or post-colonial educational systems. However, the influence of these reforms on teacher professionalism is seldom studied. This study, therefore, gained insights into how the secondary education expansion policy related challenges affected teachers as teaching professionals.MethodsThe qualitative case study design was adopted in order to capture the holistic overview of the phenomena under exploration. Individual interviews, focus group discussion, and document analysis were utilized for gathering data. The main participants were teachers and school principals who were purposively selected from the Iringa region, Tanzania. The region promptly managed to build at least one secondary school in each ward (i.e., at least two villages) as per the government’s expansion enactment directives.ResultsIt was revealed that the inadequate enactment of the expansion policy adversely affected teachers’ self-beliefs about their own teaching aptitudes, their apathy towards teaching, as well as their social status. These issues undermined successful implementation of the policy itself.DiscussionThe study adds to a growing body of literature around how teachers “construct” what secondary expansion means for them as both effective and ethical professionals.

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Female teacher identity and educational reform: perspectives from India

Cited by 2 publications

References 21 publications

‘Social Science Teacher? Anyone Can Become’: Examining Professional Subject Identity of Social Science Teachers in India

‘Social Science Teacher? Anyone Can Become’: Examining Professional Subject Identity of Social Science Teachers in India

Education sector development and teacher identity construction: a reflective experience

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