Pedagogies of Developing Teacher Identity

Meijer, Paulien C.; Oolbekkink, Helma; Pillen, Marieke; Aardema, Arnoud

doi:10.1108/s1479-368720140000022018

Cited by 24 publications

(7 citation statements)

References 26 publications

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“…'s (2019) race‐based caucuses) could be complemented with intentional and strategic use of identity tensions in LTE to facilitate the eventual integration of “personal and professional subjectivities” (Alsup, 2019, p. 6). Teacher educators can include tensions explicitly in their curriculum by following the earlier implementations such as “at‐tension program” (Meijer et al., 2014). In such a program, the goal would be “transforming professional identity tensions into learning moments” (p. 306) by sharing tensions, thinking of ways to cope with them, discussing emotions, and reflecting on tensions as part of professional identity development.…”

Section: Discussionmentioning

confidence: 99%

“…During these sessions, Özgehan asked TCs to share their TPS drafts and reflect on them collaboratively. Finally, we used the online class meetings to share practicum observations and lesson plans, and collectively reflect on the critical incidents that happened during the classroom observation and teaching (see Meijer et al., 2014). Özgehan scaffolded TCs' dialogic engagement by having them focus on articulating their professional priorities, values, and beliefs to peers and themselves and practicing their ‘voice’ in ‘authoring’ their teacher identity in a dialogue.…”

Section: Methodsmentioning

confidence: 99%

“…During these sessions, € Ozgehan asked TCs to share their TPS drafts and reflect on them collaboratively. Finally, we used the online class meetings to share practicum observations and lesson plans, and collectively reflect on the critical incidents that happened during the classroom observation and teaching (see Meijer et al, 2014). €…”

Section: Design and Implementationmentioning

confidence: 99%

See 2 more Smart Citations

Tensions in an Identity‐Oriented Language Teaching Practicum: A Dialogic Approach

Uştuk

Yazan

2023

TESOL Quarterly

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In this study, we examine how teacher candidates navigate the tensions in their identity work as they complete the activities in the TESOL practicum course in Turkiye. Using the Bakhtinian approach to teacher identity, we conceptually maintain that identity work inevitably involves tensions that teachers encounter during their professional lives. We use a qualitative case study design to explore how two teacher candidates (Erdem and Murat) experience and understand identity tensions through dialogic engagement in an identity‐oriented practicum course. We collected data from a series of identity‐oriented activities that promote a dialogic space for teacher candidates to negotiate and enact their identities. We found that although their attempts to deal with the tensions varied, both teacher candidates made use of the self and community dialogues constructed through identity‐oriented teacher learning activities. Pushing back at authoritative discourses of language teaching prevailing in the university program and the practicum school, they engaged in identity work by constructing their internally persuasive discourses which guided their practice. Facing the contextual demands, Erdem raised doubts about his ideal way of teaching he tried out in the practicum, whereas Murat went beyond the past and the present by foregrounding his imagined identity which served as a liberating aspiration.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Design and Implementationmentioning

confidence: 99%

See 1 more Smart Citation

Tensions in an Identity‐Oriented Language Teaching Practicum: A Dialogic Approach

Uştuk

Yazan

2023

TESOL Quarterly

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“…According to Jaiani et al (2011), a concept of accountability should be developed to formulate a policy process related to improvement in teacher performance. Meijer et al (2014) revealed that study on teacher's learning had identified the development of professional identity as an inevitable focus in teacher education. Many teacher's training programs have paid attention to the development of teacher's professional identity, but studies on pedagogy is very limited whereas pedagogy is a learning goal.…”

Section: Discussionmentioning

confidence: 99%

Is it true that educator certification guarantees professional teachers?

2021

ilkonline

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The research objective is to determine the impact of certification on teacher performance in the learning process in an effort to improve the quality of learning and the quality of education in the school environment. To find out the impacts of the implementation of the government policy on teacher performance, a special test was conducted, comparing certified and uncertified teachers. Their performance would be observed based on four competencies namely pedagogic, personality, social, and professional. The results showed, overall there was no difference in performance between certified teachers and uncertified teachers. This condition is seen in the component of the teacher's pedagogical and professional abilities. Teachers who have been certified have not had an impact on improving their performance. The certified teachers should have a much better performance than non-certified teachers, however apparently not show the difference. In order that professional improvement training for certified teachers is needed.

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“…‫هوي‬ ‫اٌؾبعخ،‬ ‫ثٙنٖ‬ ‫٠زؼٍك‬ ‫ف١ّب‬ (Flores, 2014; Leijen et al, 2014;Meijer et al, 2014 (Roberts, 2019, 212) .…”

mentioning

confidence: 99%

برنامج مقترح قائم على السرد القصصی لسجلات السیرة الذاتیة الریاضیة لتنمیة التفکیر التأملی والهویة المهنیة لدى معلمی الریاضیات قبل الخدمة A proposed program based on the storytelling of mathematical autobiographical records for developing reflective thinking and professional identity for pre-service mathematics teachers

الملاک¹

2021

مجلة تربویات الریاضیات

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The aim of the research is to study the effect of a proposed program based on the storytelling of mathematical autobiographical records on the development of reflective thinking and professional identity of pre-service mathematics teachers, as well as to identify the experiences of pre-service mathematics teachers with learning mathematics that affected their learning of mathematics as it appears in their mathematical autobiographies. The research is based on the mixed research method, whereby the experimental method and the semi experimental design of one experimental group with pre-and post-measurement were used. Additionally, the mathematical autobiographies of the student teachers were analyzed qualitatively. The researcher used the criteria for evaluating reflective ‫يغهخ‬ ‫انشَبػُبد‬ ‫رشثىَبد‬ -( ‫انًغهذ‬ 42 ( ‫انؼذد‬ ) 6 ) ‫أثشَم‬ 4242 ‫انغز‬ ‫و‬ ‫انضبنش‬ ‫ء‬ 9thinking for narratives, the student-teacher professional identity scale, and a proposed program based on the use of mathematical autobiography (prepared by the researcher). The research was applied to a sample of 40 male and female students. The results of the research revealed a statistically significant difference at the level of (0.01) between the scores means of the experimental group students in the pre-and post measurements of reflective thinking and professional identity in favor of the post measurement. The qualitative analysis of the student teachers' mathematical autobiography revealed that positive expectations, a safe classroom environment, equality of treatment among students, students' understanding, consideration of individual differences between students, and love and attention are among the experiences that most affected students' learning of mathematics, whether positively or negatively. In light of the results, the research recommends the need to pay attention to the application of various programs for autobiography in line with the nature of the age of the learners and the nature of the subject, and to encourage educators to develop reflective thinking and the professional identity of student teachers.

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Pedagogies of Developing Teacher Identity

Cited by 24 publications

References 26 publications

Tensions in an Identity‐Oriented Language Teaching Practicum: A Dialogic Approach

Tensions in an Identity‐Oriented Language Teaching Practicum: A Dialogic Approach

Is it true that educator certification guarantees professional teachers?

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