Teacher education as identity construction: insights from action research

Trent, John Gilbert

doi:10.1080/02607471003651672

Cited by 106 publications

(90 citation statements)

References 18 publications

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“…The above results are in accordance with the earlier studies, on the basis of which practical and everyday experience is more important than looking for a deeper meaning for the experience (Trent, 2010;Timoštšuk & Ugaste 2010).…”

supporting

confidence: 82%

“…Trent (2010), Timoštšuk and Ugaste (2010) who have used E. Wenger's study theory in investigating students' professional identity have emphasised the significance of the teachers' belonging to the community in learning to be a teacher. As the teachers' community they consider people who are characterised by common aim, concentration of their attention to the pupil's studying, co-operation, reflexive discussion on teaching and valuation of shared experiences (Imants, 2003;Newman, Marks, & Gamoran, 1996).…”

Section: The Theoretical Framementioning

confidence: 99%

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The Impact of Neoliberal Educational Reforms on Teachers Learning Experiences

Mets

2015

European Proceedings of Social and Behavioural Sciences

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Rapid changes in education can cause frictions in society influencing teachers´ learning. Inconsistent learning experiences affect beginner teachers´ commitment to the profession and professional identity. The aim of the study is to describe and understand teachers' learning experiences starting from neoliberal educational reform in Estonia. Semi-structured interview for 12 teachers, based on the concept of social learning was used. In the first step data was analysed by four components of social learning: community, practice, belonging, identity (Wenger, 1998). In the second step sub-categories were analysed by critical society-related factors. Teachers describe their professional learning as continuous process where experiences in school context and contacts within local teaching community are more important than belonging to other social groups. The role of professional identity building was marginal. However teachers' commitment to the profession was high. The social changes were reflected more in changes of teaching related routines and less in identity. Although rapid changes in society cause frictions in education, those changes are not reflected in teachers´ learning experiences as strong as expected.

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supporting

confidence: 82%

Section: The Theoretical Framementioning

confidence: 99%

The Impact of Neoliberal Educational Reforms on Teachers Learning Experiences

Mets

2015

European Proceedings of Social and Behavioural Sciences

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“…Trent (2010) describes a teacher education programme as an identity construction. Going from the periphery to increasing participation in a community of practice can be understood as more and more being able to identify with and see oneself as part of and belonging to the community of practice (Lave & Wenger, 1991).…”

Section: Theoretical Assumptionsmentioning

confidence: 99%

The Importance of Music in Preschool Education

Ehrlin

Gustavsson

2015

AJTE

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“…Teacher identity continues to become the focus of much theoretical and empirical investigation in teacher education (Trent, 2010;Beauchamp &Thomas, 2009 andGee, 2000). As teaching is often a complex and skilled practice, which is dependent on teachers' knowledge and skills, the art of learning how to teach and its process of becoming a teacher, shapes one's teacher identity.…”

Section: Professional Learning and Teacher Identitymentioning

confidence: 99%