Re(framing) identity: teacher educators’ experiences with marginalization

Ramlackhan, Karen; Cranston-Gingras, Ann; Catania, Nicholas; Brobbey, Gordon; Rivera-Singletary, Georgina

doi:10.1080/07294360.2021.1877632

Cited by 4 publications

(2 citation statements)

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“…Relevant to my study, natural identity involves aspects of an individual that are uncontrollable, for example, skin colour, while institutional identity is set by institution authorities: for instance, a student's identity is defined by the school with rules that students must follow. Identities interrelate in complex ways, and are all present and interwoven whenever a person acts within a particular context (Gee, 2000), grounded in institutional, historical, and sociocultural society structures (Ramlackhan et al, 2022).…”

Section: Identitymentioning

confidence: 99%

“…Teacher ProI is an important construct because it relates to how teachers carry out teaching practices, and overcome education challenges in the classroom and wider school settings. Teacher ProID is a multi-dimensional, socially constructed, ongoing process that occurs over time (Ramlackhan et al, 2022;Stenberg & Maaranen, 2020). Self-reflection is an important part of teaching and development as a teacher (Cendra & Budiraharjo, 2021).…”

Section: Teacher Professional and Personal Identity Developmentmentioning

confidence: 99%

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What Makes Me, Me? Factors influencing pre-service teacher personal identity development during professional practice

Jilina

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<p>The concept of identity can be broken up into two constructs: personal and professional. Developing teacher professional identity is an important part of becoming a teacher. Research suggests pre-service teachers primarily develop their professional identity during professional practice. Personal and professional identities are interlinked, and conflict can arise when pre-service teachers take their personal identity on professional practice. In the past ten years, much research about pre-service teacher professional identity development had been completed, while personal identity was largely overlooked. This phenomenological study uses qualitative methods including ecomaps, semi-structured interviews, and field notes to investigate factors influencing primary school pre-service teacher personal identity development during professional practice. Reflexive thematic analysis revealed themes situated within Bronfenbrenner’s ecological systems, including factors that enable, challenge, or enable and challenge identity development. Findings suggest pre-service teachers’ individual aspects and contextual factors, primarily whānau, can influence identity development, and imply the role of resilience. This study poses implications for pre-service teachers, initial teacher education providers, educators, professional practice schools, and researchers.</p>

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Section: Identitymentioning

confidence: 99%