Teacher professional identity: competing discourses, competing outcomes

Sachs, Judyth

doi:10.1080/02680930116819

Cited by 604 publications

(418 citation statements)

References 9 publications

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“…In spite of the numerous scholars who define identity (SACHS, 2001;SFARD;PRU-ZAK, 2005) or mathematical identity and agency (BOALER; GREENO, 2000;VAN ZOEST;BOHL, 2005) we have situated our discussion of identity and agency in the writings of Day (2004), Gutierrez (2013), and Passeggi and Cunha (2013).…”

Section: Professional Identity and Agencymentioning

confidence: 99%

Professional development shaping teacher agency and creative insubordination

Lopes

D’Ambrosio²

2016

Ciênc. educ. (Bauru)

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Abstract:The goal of this paper is to discuss the acts of creative insubordination of four mathematics teachers revealed in their narratives. The four teachers shared a common experience; they participated in a course entitled Teaching Mathematics in the Early Grades, which contributed to their professional development. Through the narratives, we identify how the course provoked teachers' agency and their acts of creative insubordination. The collaborative nature of the course, along with the reflection on practice, the group deliberations about implementing alternative teaching strategies, and the documentation of student learning, provided teachers with the confidence and self-efficacy necessary to defend the multiple dimensions of their practice and their acts of creative insubordination.Keywords: Teacher education. Mathematics education. Creativity. Autobiographical narratives.Resumo: Este artigo objetiva discutir os atos de insubordinação criativa revelados em narrativas de quatro professoras de matemática participantes de um curso de especialização intitulado Teaching Mathematics in the Early Grades, que contribuiu para o seu desenvolvimento profissional. O curso provocou agência e atos de insubordinação criativa por parte das professoras. A natureza colaborativa do curso, as reflexões e as deliberações sobre estratégias de ensino alternativas e registros de processos da aprendizagem proporcionaram confiança e autoeficácia necessárias para suas práticas e seus atos de insubordinação criativa.Palavras-chave: Formação de professores. Educação matemática. Criatividade. Narrativas autobiográficas.

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Section: Professional Identity and Agencymentioning

confidence: 99%

Professional development shaping teacher agency and creative insubordination

Lopes

D’Ambrosio²

2016

Ciênc. educ. (Bauru)

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“…Ultimately, Sophia demonstrated individual resistance through her classroom practices. Sachs (2001) observes that a democratic discourse makes available the identity of change agent, through which teachers can exercise their agency. However, she notes that such enactments may not extend beyond the boundaries of one's classroom.…”

Section: Sophia: From 'Either/or' To 'Both/and'mentioning

confidence: 99%

“…Educational reforms in countries such as the USA, the United Kingdom and Australia have led to issues of teacher professionalism and professional expectations being contested at the level of both policy and practice (Sachs, 2001;Osgood, 2004;Woodrow, 2008;Sisson, 2011). In the USA, a growing emphasis on efficiency and accountability for public schools (US Department of Education, 2001) contributes to characterizations of the teacher as professional, efficient and a technician (Sisson, 2011).…”

Section: Introductionmentioning

confidence: 99%

Disciplining Professionals: A Feminist Discourse Analysis of Public Preschool Teachers

Sisson

Iverson

2014

Contemporary Issues in Early Childhood

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Educational reforms across the globe have had implications for the work of preschool teachers and thus their professional identities. This article draws on a feminist discourse lens to examine data collected from a recent narrative inquiry focused on understanding the professional identities of five public preschool teachers in the USA. This analysis identifies two discourses (the discourse of professionalism and the discourse of the caregiver), bringing to light the discursive tensions that existed within this context, and examines how dominate discourses construct a double bind that leaves preschool teachers with conflicting identities as they navigate professional expectations.

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“…Ingvarson's (2002 [37] ) framework divides the different areas of responsibilities for standards among public/state and professional (national) agencies. Sachs (2003 [46] ) argues that overly political and state influenced standards might result in a bureaucratic rather than professional control over teaching, which instead of building teachers' knowledge, focuses on standardising procedures.…”

Section: Developing and Revising Standardsmentioning

confidence: 99%

“…To understand the interplay between standards and teacher education, studying how standards are revised, and how teacher education programmes influence this process is as important as studying the inverse process. Indeed, as several scholars argue, professional standards should not be fixed and final at any point of time, but rather flexible and adaptable (Mulcahy, 2011 [38] ; Sachs, 2003 [46] ). It could thus be argued, that instead of creating a shared language, standards can and should be used to create a constant dialogue for an ever-evolving understanding of teachers' competences.…”

Section: Creating Dialogue and Reflectionmentioning

confidence: 99%

What difference do standards make to educating teachers?

Révai

2018

OECD Education Working Papers

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This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. │ EDU/WKP(2018)10 WHAT DIFFERENCE DO STANDARDS MAKE TO EDUCATING TEACHERS? Unclassified OECD EDUCATION WORKING PAPERS SERIESOECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s).Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD, 2 rue André-Pascal, 75775 Paris Cedex 16, France.This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to rights@oecd.org.Comment on the series is welcome, and should be sent to edu.contact@oecd.org .This working paper has been authorised by Andreas Schleicher, Director of the Directorate for Education and Skills, OECD. │ EDU/WKP(2018)10 WHAT DIFFERENCE DO STANDARDS MAKE TO EDUCATING TEACHERS? Unclassified ABSTRACTThis paper reviews evidence on the interplay between professional standards for teachers, the content of teacher education and educational sciences, and provides three case studies to illustrate these interactions from Estonia, Australia and Singapore. In particular, it investigates what aligning teacher education programmes to standards really mean; and what conception of educational sciences is reflected in the standards and the curriculum. Analyses suggest that alignment, as an explicit, direct and consistent correspondence, is difficult to achieve, in part due to different conceptualisations of professional knowledge. However, this paper argues that the main value of standards as policy tools lies in their capacity to create mutual dialogue between different artefacts (standards' requirements, curriculum, course descriptions, accreditation standards, etc.), as well as among stakeholders. Regularly renegotiating the standards as a result of such dialogue and reflections should be a crucial part of the policy process. RÉSUMÉCe document de travail fait un état de la littérature sur l'interaction entre les normes professionnelles pour les enseignants, le contenu de leur formation et les s...

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Teacher professional identity: competing discourses, competing outcomes

Cited by 604 publications

References 9 publications

Professional development shaping teacher agency and creative insubordination

Professional development shaping teacher agency and creative insubordination

Disciplining Professionals: A Feminist Discourse Analysis of Public Preschool Teachers

What difference do standards make to educating teachers?

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