Resolving identity dissonance through reflective and reflexive practice in teaching

Abstract

We address the key aim of this special issue through a focus on teachers' self-reflection, in particular the construction and integration of personal and professional identities, drawing on data from two studies. The first is a case study of a male nursery teacher (from a study by Warin) which examines how dissonance is experienced in identities concerning status and gender and how it is resolved through a synthesis of class teaching with fathering. The second harnesses survey data (from the Teacher Status Project) of 'nearly qualified teachers' about to embark on their professional lives, and of practising teachers, in which we focus on their reasons for becoming a teacher, exploring discontinuities between actual and desired teacher identities and the transformations that take place over time. The data from the two studies emphasize the importance of 'technologies of the self' in order to develop teacher self-awareness. We support a shift in interpreting the meaning of reflective practice towards an emphasis on teachers' reflexive practice. We recommend that teachers be given opportunities and strategies for the active creation of expanded narratives of self, and identify examples of how this might be achieved.

Professional identity tensions of beginning teachers

“…Further research is necessary, but it seems very well possible that more experienced teachers encounter professional identity tensions as well. For instance, teachers who change schools need to adapt (again) to a new context in which they are going to work and will be exposed to different expectations from pupils/students, parents, colleagues, school leaders, and the community than they were used to (Kelchtermans & Ballet, 2002;Stronach et al, 2002;Warin et al, 2006). Experienced teachers may also encounter new issues, such as a challenge to keep motivated for teaching or dissatisfaction with their career, which can result in professional identity tensions.…”

“…Teachers who change schools, for example, need to adapt to the new context in which they are going to work. They are exposed to different expectations from pupils/students, parents, colleagues, school leaders, and the community than they were used to (see Stronach et al, 2002;Warin et al, 2006).…”

“…When beginning teachers enter the teaching profession, they bring with them their own conceptions of teaching and learning based on their prior experiences as students, their biographies, personal characteristics, norms and values. At the same time, the contexts in which they (are going to) work expose them to a great number of expectations from, for instance, students, parents, colleagues, school leaders, and the community (Stronach, Corbin, McNamara, Stark, & Warne, 2002;Warin, Maddock, Pell, & Hargreaves, 2006). Teachers need to adapt to the demands that come with the teaching profession.…”

Self-Assessment of Professional Growth Through Reflective Portfolios

“…This suggests that the metaphor construction was a helpful exercise for drawing out their beliefs and that the teacher education curriculum was effective in challenging those beliefs. Warin et al (2006) suggest that prompts that invite cognitive dissonance are powerful for prompting deep reflection. If their practices do not match professed beliefs, teacher candidates may "activate a richer narrative of self which then functions to accommodate … mismatches between existing and preferred selves" (p. 237).…”

Investigating the Impacts of Previous and Current Learning Experiences on Student Teachers’ Teaching Experiences

“…Microteaching also helps student teachers discover and analyse their strengths and weaknesses by engaging in reflective practice. Warin, Maddock, Pell, and Hargreaves (2006) argued that self-awareness is an essential tool for teachers and that reflective practice is essential for this capacity to integrate and make sense of the self. Punia, Miglani, and Singh (2016) explored that microteaching practices help student teachers gain pedagogical competence and professional experience by boosting student teachers' teaching competencies for real teaching sessions.…”