Further education teachers' accounts of their professional identities

Re-Visiting the Theory and Practice Gap through the Lens of Student Teacher Dilemmas

“…Similarly, participants reported that some of their dilemmas originated from being caught up between the expectations of the cooperating teacher in school and the teacher from university, and the wish to develop a personal teaching style. This "struggle for voice" resonates in other studies documented (Britzman, 2003;Jephcote & Salisbury, 2009;Loughran, 2006). Furthermore, participants reported that sometimes they had to teach in the way the teachers in schools asked them to.…”

Putting in more: emotional work in adopting online tools in teaching and learning practices

“…The working and emotional lives of lecturers in further education has also been studied (Jephcote and Salisbury 2009;Avis et al 2011). But, as many researchers have noted, little attention has been paid to emotional experiences of lecturers in a higher education (Ogbonna andHarris 2004, Arthur 2009;Koster 2011;Hagenaurer and Volet 2012).…”

Teachers’ beliefs about teaching and learning: an exploratory study

“…Other studies refer to the tension between changes within the teaching profession which affect teachers' working conditions, contexts and careersincreasing levels of bureaucracy, increasingly managerialist institutional regimes in colleges and professional standards -and the emphasis on the ethics of care anchored on the recognition that "teachers matter" (OECD, 2005), in other words, that teachers and teaching are the most important variable at school influencing students' achievement and contributing to their personal and social well-being. Jephcote and Salisbury (2009), in a study of experienced teachers, found that teachers feel trapped between the new bureaucratic managerial requirements and their engagement with the students, meaning that the emotional dimension of their work is "threatened" by the managerial and bureaucratic demands of their profession. Teachers' professional identities are being reworked from inside and outside of the teaching profession.…”

“…We analyse the contradictions and ambiguities that emerged from the collected data, since we were able to identify traces of some of the tensions referred to above. Drawing upon recent research in the fields of teachers' professional identity (Thomas & Beauchamp, 2011;Jephcote & Salisbury, 2009;Hall & Noyes, 2009;Flores & Day, 2006), the epistemology of practice and reflexivity (Schön, 1983(Schön, , 1987Geerink, Masschelein, & Simons, 2010;Fendler, 2003), teachers' beliefs (Alger, 2009) and the cultural narratives of teaching and learning (Davis, 2004;Davis, Sumara, & Iftody, 2008), we analysed the collected data in order to highlight some ambiguities and to problematise their implications for research about teaching and teachers' beliefs. We understand that, in some cases, the ambiguities and contradictions which we detected express what we have called aporias 1 of teaching as a profession: these aporias represent ambiguities in the construction of teachers' identity but also emergent possibilities for the current understanding of teaching and teacher identity.…”