Teacher identity work in neoliberal schooling spaces

Reeves, Jenelle

doi:10.1016/j.tate.2018.03.002

Cited by 54 publications

(35 citation statements)

References 17 publications

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“…This development is in line with the discourse of neoliberal politics (Garm & Karlsen, 2004). Reeves (2018) asserts that paradoxically we can see a development toward greater individual rationalities (allowing parents to choose schools, etc.) as well as a standardization and technification of the educational system (teacher certification, standardization, more specific knowledge requirements, standardized tests, etc.).…”

Section: Research On Teacher Education In Sweden and Scandinaviasupporting

confidence: 69%

Pedagogic Discourses in the Swedish Primary Teacher Education Programme From a Subject Perspective

Sjöberg

2020

Scandinavian Journal of Educational Research

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This study directs attention to the ways in which pre-service teachers' knowledge base are constructed in and through the examination practice in the various subjects of the Primary teacher education programme in Sweden. The empirical material consists of policy material (course plans, study guides and examination tasks). The results show differences between the pedagogic discourses, in the various subjects, concerning examination forms, what is examined in terms of content, and which generic competencies are given importance in and through the examinations. Finally, the result shows that pedagogic discourse primarily shape the primary teacher students into a horizontal discourse, which can make it difficult for them to handle complex teaching situations in their future professional lives.

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Section: Research On Teacher Education In Sweden and Scandinaviasupporting

confidence: 69%

Pedagogic Discourses in the Swedish Primary Teacher Education Programme From a Subject Perspective

Sjöberg

2020

Scandinavian Journal of Educational Research

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“…Being an individual having identity and predicate under specific profession must be an active agent. However, when an identity is formed among society, basically having perspective on such identity, the movement performed provides effects in the following perspectives (Reeves, 2018). The teacher has many tasks concerning his or her identity in teaching on either social, social ethics, or ideology heterogeneously under different opinions.…”

Section: Being a Professional Teacher In The Javanese Viewsmentioning

confidence: 99%

Reconstruction of Teacher’s Identity: A Socio-Anthropological Study of the Javanese Society

Shodiq

Syamsudin

2019

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Teachers, according to the Javanese’s views, are those having a respectable position because they become the reference and role model for the Javanese. A teacher is considerably responsible for all students’ behaviors, both in and outside the classroom. In this digital era, this condition has shifted due to the occurrence of socio-anthropological changes in society. Although teachers’ identity shifts, they are still crucial in transferring values during the learning process. This study aimed to comprehensively find out how the reconstruction of teacher’s identity was carried out in socio-anthropologically changing situations among the Javanese, derived from 30 respondents. Qualitative research was then used in this study using the ethnographic method, and the subject of the research was Javanese. Data collection was performed through interviews using a purposive selection of respondents. Analysis techniques comprised of data collection, data selection, data presentation, and conclusion. As a result, it was found that, in the context of the Javanese, socio-anthropology in modern technology had affected the meaning of the teacher’s identity. Although the Javanese considered teachers as an ordinary profession and had the same level with other professions, the Javanese still held that teacher was an honorable profession and it deserved to be appreciated since the presence of a teacher could improve students’ knowledge.

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“…Change in technology leads to changes in teachers' perceptions of teaching--teachers must seek out training to gain appropriate knowledge to keep up with advancing educational technologies. Just like with identity conflicts regarding curricular reform (Yazici, 2017), in many cases teachers are aware that technology can benefit students, but the teacher lacks experience and exposure with the technology, causing them to alter their PI or develop a conflict between subidentities that want to remain traditional but still do what is best for students (Alsup, 2006;Avidov-Ungar & Forkosh-Baruch, 2018;Reeves, 2018). To develop a more effective PI regarding understanding and using technology, teachers need to have relevant experiences in order to engage with technology and incorporate experiences into an internal dialogue where they can negotiate the purpose and application of technology.…”

Section: Using Technologymentioning

confidence: 99%

“…Through his grounded study of four EL teachers, Reeves (2018) found that "teacher identity work is not merely a bounded psychological phenomenon; it is the negotiated expression of teachers' values, their investments, and their beliefs enacted within layers of context that work to validate, reshape, stunt, or nullify those values, investments and beliefs" (p. 101). By developing a better understanding of how PI is developed among veteran, novice, and preservice teachers, one can then examine how PI influences a teacher's philosophies, instruction, and views on education (Hsieh, 2016;Noonan, 2018).…”

Section: Impact Of Understanding Professional Identitymentioning

confidence: 99%

“…Janet Alsup (2006) found that education students who were better able to discuss their different identities, or subidentities, began to combine their personal and professional identities in order to make more informed teaching decisions. The ability for a teacher to make their own choices is what many researchers refer to as agency (Beauchamp & Thomas, 2009;Brown & Heck, 2018;Reeves, 2018; Ruohotie-Lyhty & Moate, 2016). Beauchamp and Thomas (2009) claim that "a heightened awareness of one's identity may lead to a strong sense of agency" (p. 183).…”

Section: Impact Of Understanding Professional Identitymentioning

confidence: 99%

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A Critical Period in Becoming a Teacher: How Novice Teachers Develop Their Professional Identity

Gibbons

2020

JECS

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It is important to understand how teachers develop their professional identity because teacher educators and supervisors can take necessary steps to ensure novice teachers are provided necessary opportunities to cultivate their identity. This article examines research on professional identity development and explains how teachers develop their professional identity and why it is important for mentors to aid in the development process. This article draws on previous research to both define professional identity and explore the many aspects that lead to identity development in novice teachers. Findings suggest that although any experience can contribute to professional identity development, key factors have a major impact on how teachers develop their identity and the role identity development plays in pedagogical thinking. Understanding how professional identity develops can help teacher educators, supervisors, and mentors make available opportunities to build agency among novice educators, helping them to grow into reflective teachers.

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Teacher identity work in neoliberal schooling spaces

Cited by 54 publications

References 17 publications

Pedagogic Discourses in the Swedish Primary Teacher Education Programme From a Subject Perspective

Pedagogic Discourses in the Swedish Primary Teacher Education Programme From a Subject Perspective

Reconstruction of Teacher’s Identity: A Socio-Anthropological Study of the Javanese Society

A Critical Period in Becoming a Teacher: How Novice Teachers Develop Their Professional Identity

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