Research and reflexivity: the discourse of female students completing teacher education

Meierdirk, Charlotte

doi:10.1080/14623943.2017.1323733

Cited by 5 publications

(2 citation statements)

References 26 publications

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“…researcher or teacher educator) not to bring her or his preconceptions into the discussion. This finding was also reported by Meierdirk (2017).…”

Section: Excerpt 2 Groupsupporting

confidence: 88%

Growing student teachers’ reflective practice: explorations of an approach to video-stimulated reflection

Williams

2020

Reflective Practice

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In Swedish teacher education, student teachers commonly work with assignments in small groups. To enable student teachers to grow, both personally and professionally, they need to reflect both individually and collectively with their teacher educators and fellow student teachers. However, research shows that there is a risk in teacher education to narrow reflection into a tool for teacher learning, and not recognizing it as an activity that challenges thought. To avoid this risk, the approach to video-stimulated reflection (VSR) explored in this study, considers not only the notion of reflection, but also the reflective process itself, and its potential for growing student teachers to create a reflective space collaboratively. Three groups of student teachers participated in the VSR on a field practice at a local science center. Two of the groups were preparing for teaching science in lower and upper primary school. The third group was preparing for teaching science in secondary school. A reflective cycle analysis was applied to detect reflection in the VSR interviews. The results demonstrate that the approach to VSR enabled a reflective process in all three groups. The affordances and constraints of the VSR and the role of the facilitator are discussed.

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“…researcher or teacher educator) not to bring her or his preconceptions into the discussion. This finding was also reported by Meierdirk (2017).…”

Section: Excerpt 2 Groupsupporting

confidence: 88%

Growing student teachers’ reflective practice: explorations of an approach to video-stimulated reflection

Williams

2020

Reflective Practice

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“…This WRI loss is represented by the loss of a value or an aspect of a professional identity. The Meierdirk (2017) research into trainee teachers found there was evidence of teachers going through a period of disequilibrium as they discovered the realities of teaching. This was supported by the student-teacher narratives by questioning their own identities and who they were.…”

Section: The Transition From Military To Civilian Lifementioning

confidence: 99%

Building Heroes: building bridges to support the transition from military to civilian employment in the construction industry

Meierdirk

2024

Self Cite

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PurposeMany veterans struggle with the civilian world and the loss of identity associated with leaving the service. This research investigates the Building Heroes Charity's role in assisting service leavers transitioning to civil employment, in the United Kingdom (UK) and what can be learnt from the training and support.Design/methodology/approachAn exploratory case study design was chosen to investigate the transition from military to civilian employment. The case study consisted of 12 in-depth interviews consisting of nine veterans, who had attended the Building Heroes courses and three course tutors.FindingsThe Building Heroes Charity does have an important role to fulfill in the transition of military personnel from the service to civilian work. There are positive outcomes that complement the work done by the Career Transition Partnership (CTP), but there still needs to be recognition that the needs of veterans do differ by age, transferability of competencies and the financial resources available.Research limitations/implicationsThe limitations of this research are the sample size is small and the majority of the veterans are from the Army. This is mostly because the Army is the largest of the services.Originality/valueThough there is limited research into the employment of veterans, there is evidence to demonstrate that veterans are more likely to suffer from depression and potential homelessness than nonservice personnel. This research is unique in investigating the role of a charity whose main purpose is to improve the employability of veterans by reducing the competency skills gap between the military and construction industry.

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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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Research and reflexivity: the discourse of female students completing teacher education

Cited by 5 publications

References 26 publications

Growing student teachers’ reflective practice: explorations of an approach to video-stimulated reflection

Growing student teachers’ reflective practice: explorations of an approach to video-stimulated reflection

Building Heroes: building bridges to support the transition from military to civilian employment in the construction industry

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

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