Teacher educators' professionalism in practice: Positioning theory and personal interpretative framework

Vanassche, Eline; Kelchtermans, Geert

doi:10.1016/j.tate.2014.08.006

Cited by 108 publications

(74 citation statements)

References 38 publications

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“…Notably, the concepts 'a professional self' and 'self-understanding' have been claimed to be much more dynamic than that of 'teacher identity', which could be understood as a rather stable entity in the sense of identity as something 'you have'-thereby implicitly downplaying its dynamic nature (Kelchtermans, 2009). The professional self is about how teachers perceive themselves, and can be understood as an interplay between self-image, self-esteem, job motivation, task perception, and future perspective (Kelchtermans, 1993(Kelchtermans, , 2009Vanassche & Kelchtermans, 2014).…”

Section: Theoretical Perspectivementioning

confidence: 99%

Digitalise and capitalise? Teachers’ self-understanding in 21st-century teaching contexts

Fransson

Holmberg

Lindberg

et al. 2018

Oxford Review of Education

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The digitalisation of educational contexts has changed the practice of teaching and learning. In this, teachers have a key role in enacting digital technologies for this purpose and have different opportunities to do so. This article explores how digitalisation can affect teachers by focusing on: (a) how teachers manage to capitalise on digitalisation; and (b) how digitalisation can affect and reconstruct their self-understanding. Two teacher colleagues of English as a foreign language (EFL) in the same teaching team are interviewed and observed. Drawing on the interplay between self-image, self-esteem, job motivation, and task perception, it is shown how the teachers' self-understanding is played out and changes due to the call for digitalisation. Whereas one of the teachers has been able to capitalise on digitalisation in a way that has been beneficial both professionally and personally, the other has felt pressurised by it. A conclusion is that a limited or extended use of digital technologies should not be taken as an indicator of teaching quality.

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Section: Theoretical Perspectivementioning

confidence: 99%

Digitalise and capitalise? Teachers’ self-understanding in 21st-century teaching contexts

Fransson

Holmberg

Lindberg

et al. 2018

Oxford Review of Education

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“…En konklusjon kan vaere at mange praksislaerere erfarer å ha for lite støtte og samarbeid om praksisansvaret (Heggen & Thorsen, 2015), og at de opplever seg som «ensomme svaler» (Munthe & Ohnstad, 2008). Det er en voksende interesse, både internasjonalt og nasjonalt, for å undersøke hvordan etablerte laerere gjennom videreutdanning kan få muligheter for videre profesjonell utvikling, og hvordan denne gruppen laerere utvikler sine forståelser som praksislaerere (Jakhelln, Lund & Vestøl, 2017;Raaen, 2017;Lunenberg, Dengerink & Korthagen, 2014;Nilssen, 2014;Vanassche & Kelchtermans, 2014).…”

Section: Innledningunclassified

Hvordan forstår lærere utfordringer i praksisopplæringen? En studie av eksamenstekster

Engvik¹

2018

NORDVEI

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SammendragHensikten med artikkelen er å undersøke hvordan deltakere i en videreutdanning for praksislaerere i en videregående skole forstår utfordringer i praksisopplaeringen. I artikkelen besvares to forskningsspørsmål: Hvilke utfordrende tema beskrives i eksamenstekstene? Hvilke tiltak identifiseres i diskusjonen om utfordrende tema i eksamenstekstene? Artikkelens utgangspunkt er en skolebasert videreutdanning gjennomført i vårsemesteret 2016 ved én av NTNUs universitetsskoler. Tematiske analyser av eksamenstekstene identifiserte fire utfordrende tema: klasseledelse, innsikt i skolekonteksten, relasjonen praksislaerer praksisstudent og etiske dilemma. Diskusjonen rundt tiltak kan grupperes i fire tolkende koder: kommunikasjon, kartlegging av praksisstudentens livsrom, utvikling av praksislaererens kompetanse, og utvikling av praksisstudentens kompetanser. Deltakernes forståelse av utfordringer i praksisopplaeringen knytter seg til to funn: 1) Betydningen av å utvikle et språk for å samtale med praksisstudenter, kolleger og laererutdanningsinstitusjoner om erfaringer relatert til praksisopplaeringen. 2) Temaer i praksisopplaeringen som inngår i kulturelle-diskursive forhold (det semantiske rommet) og i makt (det sosiale rommet) er avgjørende for en profesjonell praksisopplaering. AbstractThe purpose of the article is to investigate how participants in a further education for internship teachers in a high school understand challenges in practice training. The article answers two research questions: What challenging topics are described in the exam texts? What measures identified in the discussion of challenging topics in the exam texts? The article's starting point is a school-based further education completed in the spring semester of 2016 at one of NTNU's university colleges. Thematic analyzes of the exam texts identified four challenging topics: Classroom management, insight into the school context, the relationship of practice teacher-practice student and ethical dilemma. Discussion of measures is divided into four interpretative codes: Communication, mapping of the student's living Hvordan forstår laerere utfordringer i praksisopplaeringen? En studie av eksamenstekster 45 space, developing the teacher's competence, and developing the student's competence. Participants' understanding of challenges in practice training relates to two findings: 1) the importance of developing a language for conversation with practicum-students, colleagues and teacher education institutions about experiences related to practice training. 2) Themes in practice training that are part of culturaldiscursive relationships (the semantic space) and in power (the social space) are essential for a professional practice training.

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“…These images present attributes that are assigned to self and other pertinent social entities in a discursive event, which is fluid and represents the positioning of self, or that of others, as being in a constant process of reinterpretation (Flores & Day, 2006). For teachers, this would open avenues for understanding how roles are appropriated, along with the professional relationship between those involved, and thus give a sense of the role of the self and others (Vanassche & Kelchtermans, 2014). Thus, the sensitivity and expansiveness of the narrative paradigm is suitable for this study's aim, which is to examine emergent conflicts with potential agentic actions taken to address them as a bridge to glean insights into the identity of the participants.…”

Section: A Sociocultural Examination Of Identity Through Narrative Inmentioning

confidence: 99%

Examining Narratives of Conflict and Agency : Insights into Non-Local English Teacher Identity

Loo¹,

Trakulkasemsuk²,

Zilli³

2017

The Journal of AsiaTEFL

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This study examines teacher identity through conflicts and agency emergent from the narratives of five non-local English teachers working in Bangkok, Thailand. The examination of conflict and agency to gauge one's identity is suitable as these constructs are interdependent. Using a sociocultural approach, the study examined meaning and word choices found in the participants' narratives. The findings indicated that participants encountered conflicts with different social entities such as their employers' expectations, circumstances of their students, and interference from other stakeholders. The ways in which these conflicts were addressed depended on the workplaces of the participants, wherein those whose workplace had stronger social suggestion resorted to a resolved acceptance of difference, while participants whose workplace had weaker social suggestion enacted agency by modifying pedagogy or teaching content, or opposing the school administration. It was found that these agentic actions were carried out based on the notion of inclusivity and social justice. From these findings, the multifaceted identity of non-local English teachers was not only determined by their culture or country of origin but also by their work context. This study calls for further examination of international school settings, as well as the professional growth of non-local English teachers in such contexts.

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Teacher educators' professionalism in practice: Positioning theory and personal interpretative framework

Cited by 108 publications

References 38 publications

Digitalise and capitalise? Teachers’ self-understanding in 21st-century teaching contexts

Digitalise and capitalise? Teachers’ self-understanding in 21st-century teaching contexts

Hvordan forstår lærere utfordringer i praksisopplæringen? En studie av eksamenstekster

Examining Narratives of Conflict and Agency : Insights into Non-Local English Teacher Identity

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