Negotiating academic teacher identity shifts during higher education contextual change

McNaughton, Susan; Billot, Jennie

doi:10.1080/13562517.2016.1163669

Cited by 67 publications

(53 citation statements)

References 34 publications

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“…The unique aspects of identity that can become incorporated into the overall identity are limitless, as can be seen through the breadth and variability in the identity literature -athletic identity (Martin & Horn, 2013), sports fan identity (Koch & Wann, 2014), academic teacher identity (McNaughton & Billot, 2016), "gamer" identity (De Grove, Courtois, & Van Looy, 2015), and many others.…”

Section: Identity Content In Context 24mentioning

confidence: 99%

An integrated developmental model for studying identity content in context.

Galliher

McLean

Syed

2017

Developmental Psychology

199

147

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Historically, identity researchers have placed greater emphasis on processes of identity development (how people develop their identities) and less on the content of identity (what the identity is). The relative neglect of identity content may reflect the lack of a comprehensive framework to guide research. In this article, we provide such a comprehensive framework for the study of the content of identity, including four levels of analysis. At the broadest level, we situate individual identity within historical, cultural, and political contexts, elaborating on identity development within the context of shifting cultural norms, values, and attitudes.Histories of prejudice and discrimination are relevant in shaping intersections among historically marginalized identities. Second, we examine social roles as unique and central contexts for identity development, such that relationship labels become integrated into a larger identity constellation. Third, domains of individual or personal identity content intersect to yield a sense of self in which various aspects are subjectively experienced as an integrated whole. We explore the negotiation of culturally marginalized and dominant identity labels, as well as idiosyncratic aspects of identities based on unique characteristics or group memberships. Finally, we argue that the content of identity is enacted at the level of everyday interactions, the "micro-level" of identity. The concepts of identity conflict, coherence, and compartmentalization are presented as strategies used to navigate identity content across these four levels. This framework serves as an organizing tool for the current literature, as well as for designing future studies on the identity development.

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Section: Identity Content In Context 24mentioning

confidence: 99%

An integrated developmental model for studying identity content in context.

Galliher

McLean

Syed

2017

Developmental Psychology

199

147

View full text Add to dashboard Cite

show abstract

“…For Winter (2009) the values of the 'managerial' and of the 'academic' place conflicting and competing demands on the work and identity of the academic, identifying two different sub groups of the academy "academic managers" and "managed academics" (p. 121), one with organisationally congruent values and the other essentially disengaged from that dominant narrative. Reflecting the values congruence/incongruence stance of Winter (2009), McNaughton and Billot (2016) refer to changes in context impacting on academic "identity, role, and affiliation ambiguity" (p. 2). Tang is more emotive (2011), maintaining that the shift to neo-liberal models of education has changed the heart of what it means to be a teacher, describing this as a "struggle over the teacher's soul" (p. 365).…”

Section: Literaturementioning

confidence: 99%

Arts Education Academics’ Perceptions of eLearning & Teaching in Australian Early Childhood and Primary ITE Degrees

Baker¹,

Hunter²,

Thomas³

2016

AJTE

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“…Identity can be in direct relationship with ìbeingî and ìdoingî (McNaughton & Billot, 2016). Being means that how a person, or in our case a teacher, views the world based on the attitudes, assumptions, beliefs, and values that person possesses.…”

Section: Introductionmentioning

confidence: 99%

“…Jawitz (2009) declares that through expressing the being and doing teachers can join into different communities of practice. That said, one may refer to the academic identity of teachers as the conceptualization of doing and being of teachersí stances based on the values and ideology in a community of practice (De Fina 2009;McNaughton &Billot, 2016).…”

Section: Introductionmentioning

confidence: 99%

Addressing Cultural Identity through Negotiation: Analysis of Student-teacher-authored Narratives

Rashidi

Meihami

2017

Journal of Teacher Education for Sustainability

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Teachersí cultural identity is among the forepart issues within the realm of teacher education studies. The research about teachersí identity has been done using teacherauthored narratives. That said, the purpose of this study was to investigate the role of negotiation in the student-teachersí cultural identity formation. To that end, three studentteachers (two males and one female student-teachers), majoring in English language teaching participated in this study. During four months, the student-teachers participated in a negotiation program on cultural identity. They were sent some academic papers to study, then, they participated in discussions about cultural variations and the ways to address them in classrooms. The student-teachers where asked to write their narratives. Then the narratives where analyzed based on the semantic expressions. The qualitative analysis of the student-teachersí narratives showed that their cultural identity changed during the negotiation period. By analyzing the student teacher-authored narratives, it appeared that they addressed cultural variations in different ways includingusing cultural varieties in teaching, identifying the gaps between cultural contexts, reconceptualization of cultural concepts, cultural transformation, new modes of using culture, internalization of cultural issues, and cultural awareness, each of which is discussed in the current study. It can be concluded from the obtained information that cultural identity is a dynamic one and open to change. The research bears some implications for teacher education policy makers to introduce sustainable teacher education program in general, and sustainable second language teacher education program in particular.

show abstract

Negotiating academic teacher identity shifts during higher education contextual change

Cited by 67 publications

References 34 publications

An integrated developmental model for studying identity content in context.

An integrated developmental model for studying identity content in context.

Arts Education Academics’ Perceptions of eLearning & Teaching in Australian Early Childhood and Primary ITE Degrees

Addressing Cultural Identity through Negotiation: Analysis of Student-teacher-authored Narratives

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