Multiple dimensions of teacher identity development from pre-service to early years of teaching: a longitudinal study

Hong, Ji; Greene, Barbara A.; Lowery, Jennifer

doi:10.1080/02607476.2017.1251111

Cited by 103 publications

(93 citation statements)

References 37 publications

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“…The results of this study have also corroborated the recommendations of Billett (2010), Billett et al (2007), Buchanan (2015), Evetts (2009), Hong et al (2017, Karmel et al (2013), Kelchtermans (2018), Klotz et al (2014), andMutch (2003). They stated that the ways in which people construct their identities assist in understanding the predominant modes those people prefer to learn at work.…”

Section: Discussionsupporting

confidence: 88%

Working identity constructions and workplace learning modes in a global South country: Exploring relations through a narrative approach

Ribeiro

2020

JPR

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This research is placed among the current studies discussing the relationship between working, education and modes of subjectification within the present context by means of specific phenomena in identity constructions as well as workplace learning processes. By means of a qualitative narrative research with in-depth interviews among urban workers in São Paulo, Brazil -a global South country, this paper aimed to identify and analyse their main narrative patterns of workplace learning modes and combined to corresponding narrative patterns of working identity construction previously proposed in the literature. A content analysis of the narratives of 40 participants, over 35 years of age, intentionally selected, with an approximate distribution of men and women, was carried out. The study identified three narrative patterns of workplace learning mode with five corresponding narrative patterns of working identity construction marked by two opposed movements, equally significant: search for stability and use of formal learning modes (organisational, professional and occupational identity narrative pattern); and search for flexibility and use of informal and relational learning modes (networking identity narrative pattern). Moreover, the interrelation between the modes has defined hybrid identity narrative patterns, and the absence of workplace learning modes has delineated transitory identity narrative patterns, which is understood as a transitional crisis. In conclusion, traditional models of identity construction coexist with flexible models, as well as formal learning modes coexist with informal and relational models. In both cases hybrid modes arise as a merger or a joint construction between preexisting modes.

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Section: Discussionsupporting

confidence: 88%

Working identity constructions and workplace learning modes in a global South country: Exploring relations through a narrative approach

Ribeiro

2020

JPR

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“…Different strategies of professional identity construction, depending on social media roles and the level of social media consumption, come up (Dimitrova & Wellman, 2015;Hong et al, 2017). Defensive and accommodative organizational strategies and interactions are learned by following the social media narratives.…”

Section: Continuously Reconstructing Of Multiple Professional Selvesmentioning

confidence: 99%

“…Authors revealed that the coherent and consistent sense of a professional self within the professional identity could be maintained through a variety of individual and group participation and self-investment throughout the professional career (Akkerman & Meijer, 2011). In their qualitative longitudinal study on professional 828847S GOXXX10.1177/2158244019828847SAGE OpenKasperiuniene and Zydziunaite research-article20192019 1 Vytautas Magnus University, Kaunas, Lithuania identity development, Hong, Greene, and Lowery (2017) highlighted three dimensions of professional identity construction-multiplicity versus unity, social versus individual, and discontinuity versus continuity. Continuing and expanding Jones and McEwen's (2000) research with the Akkerman and Meijer (2011) framework, Hong et al (2017) explored dimensions of professional identity development regarding the unity of self, the way the social environment is negotiated, and the shifting or continuing pattern over time.…”

Section: Introductionmentioning

confidence: 99%

“…In their qualitative longitudinal study on professional 828847S GOXXX10.1177/2158244019828847SAGE OpenKasperiuniene and Zydziunaite research-article20192019 1 Vytautas Magnus University, Kaunas, Lithuania identity development, Hong, Greene, and Lowery (2017) highlighted three dimensions of professional identity construction-multiplicity versus unity, social versus individual, and discontinuity versus continuity. Continuing and expanding Jones and McEwen's (2000) research with the Akkerman and Meijer (2011) framework, Hong et al (2017) explored dimensions of professional identity development regarding the unity of self, the way the social environment is negotiated, and the shifting or continuing pattern over time. These dimensions explain the process of becoming a professional in different social contexts, but still this process is not generalized.…”

Section: Introductionmentioning

confidence: 99%

“…These dimensions explain the process of becoming a professional in different social contexts, but still this process is not generalized. The process of becoming is interpreted by Hong et al (2017) as the construction, development, creation, or formation of professional identity. Irrespective of the use of these different concepts, they are all interlinked by the process of social construction, which is an essential component of the development of professional identity (Leeds-Hurwitz, 2009).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

A Systematic Literature Review on Professional Identity Construction in Social Media

Kasperiūnienė

Žydžiūnaitė

2019

Sage Open

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The aim of this systematic review was to gather, review, summarize, and analyze the studies on professional identity construction in social media from various scholar perspectives. The search was conducted on the WoS Core Collection, Scopus, and EBSCOhost databases using keywords "professional identity construction" and "social media." Seventeen full-text articles were studied searching for the essential aspects of professional identity construction. Results discussed professional identity as a complex phenomenon with two dominating perspectives: (a) professional identity as a cognitive structure and (b) professional identity as a social construct. Cognitive structures of professional identity construction in social media were mainly or partially covered in education, communication, medicine, and medical tourism-related contexts. Studies that envisage professional identity as socially constructed dominate in management, organizational, medical tourism, and neuroscience. The core topics of professional identity construction cover the blurring of professional stereotypes and reconstruction of multiple professional selves; merging public and private identities; belonging to a group and trusting social media. In researched papers, scholars argue virtual behavior can be predicted and smart technologies could help maintain physical and psychological balance. Findings show the overlapping landscape of studies and identify areas for future interdisciplinary research.

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Understanding teacher identity in teachers' professional lives: A systematic review of the literature

Rushton,

Rawlings Smith,

Steadman

et al. 2023

Review of Education

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This article presents a systematic review of a substantial body of literature that considers the ways in which the concept of teacher identity has been used to understand and explore teachers' professional lives. The aim of the review was to go beyond the limitations of specific areas of teachers' practice to explore the broad and rich field of teachers' professional lives. Drawing on 412 articles from 2000–2021, the review demonstrates the growth in teacher identity research, particularly since 2010. Results from the review are categorised into seven thematic groups that span key areas related to teachers' professional lives: (1) Models and frameworks of professional lives; (2) Narratives of professional lives; (3) Becoming a teacher; (4) Contexts; (5) Communities; (6) Change, transition and conflict; and (7) Subject specialisms. The review reveals gaps in teacher identity research, such as: few research studies from Global South countries; a limited number of studies focusing on non‐core curriculum subjects, including arts, history, geography and physical education; fewer studies focusing on primary school and early years teacher identities; and a divide between identity scholarship and research, and policy and practice. The article concludes with a call for teacher identity research to be expanded and broadened with the aim to facilitate the progress of identity work in scholarship, policy and practice. Context and implicationsRationale for this studyIn the context of a growing body of research on teacher identity, particularly in the last decade, there remains a paucity of identity‐focused systematic reviews. Existing systematic reviews tend to focus on specific fields such as subject specialisms, teacher education and beginning teachers. However, far fewer reviews span the broader field of teachers' professional lives; this article responds to this gap in the literature.Why the new findings matterThe findings from this review are important in highlighting the most commonly explored areas in teacher identity research as it relates to teachers' professional lives. As such, the findings can inform policy and practice for teacher education and professional development at local, national and international scales. The findings also highlight gaps in the literature and the implications this may have on teacher identity scholarship.Implications for educational researchers and educatorsFirstly, educational researchers can identify key themes arising from existing teacher identity research studies. This can help them to focus on specific areas that would benefit from further research as well as providing them with a single space from which to draw on the existing corpus of research studies. Secondly, teacher identity research is important for the professional lives and practice of educators and this review provides educators with an opportunity to understand the teacher identity scholarly landscape and, in turn, apply findings from the research to their own professional practice.

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Multiple dimensions of teacher identity development from pre-service to early years of teaching: a longitudinal study

Cited by 103 publications

References 37 publications

Working identity constructions and workplace learning modes in a global South country: Exploring relations through a narrative approach

Working identity constructions and workplace learning modes in a global South country: Exploring relations through a narrative approach

A Systematic Literature Review on Professional Identity Construction in Social Media

Understanding teacher identity in teachers' professional lives: A systematic review of the literature

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