The Professional Identity of Three Innovative Teachers Engaging in Sustained Knowledge Building Using Technology

Vokatis, Barbara; Zhang, Jianwei

doi:10.14786/flr.v4i1.223

Cited by 16 publications

(13 citation statements)

References 52 publications

(76 reference statements)

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“…Moreover, participants felt that technology has contributed to their classroom teaching and helped their day-to-day activities. This finding is consistent with the study of Bimrose and Brown (2019), and regarding technology integration, Vokatis and Zhang (2016). Regarding the use of ICT in classroom teaching, Sundar told his experience as, Due to my ICT competency, I am gaining attention from my fellow teachers, particularly those less competent in handling technology.…”

Section: Technology-enhanced Professional Identitysupporting

confidence: 80%

Teacher Identity and Hierarchy: Narrative Inquiry of Primary Teachers in Nepal’s Public Schools

Subedi

2023

KMC J.

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The article explores how Nepalese public schools’ traditional hierarchy-dominated educational culture shapes teachers’ professional growth and sense of identity. Through the narrative inquiry approach, I explored teachers' professional identity development using Gee’s (2000) identity framework. The data revealed that hierarchy and power relations between the teachers and the social context fundamentally shaped teacher identity development. However, the study further showed that professional hierarchy was not uni-layered, the power was not one-directional, and the domination was not permanent but rather dynamic. Factors like academic qualifications, job status, technological skills, and social status made the hierarchy complex. More interestingly, hierarchical relationships did not always undermine teacher empowerment but confidence in some cases. For example, when a teacher in a marginalized position due to some factors such as poor health condition was viewed as a role model or capable of success despite challenges, they achieved high value from their colleagues.

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Section: Technology-enhanced Professional Identitysupporting

confidence: 80%

Teacher Identity and Hierarchy: Narrative Inquiry of Primary Teachers in Nepal’s Public Schools

Subedi

2023

KMC J.

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“…Our program participants did share about hesitation during the discussion with the whole group; but once they worked in pairs or took notes to prepare for a fullgroup discussion, they were more confident in sharing ideas. These levels of comfort that the technology created helped participants take gradual steps in their self-confidence and identity (Vokatis & Zhang, 2016) as writers and scholars.…”

Section: Socially Constructivist Learningmentioning

confidence: 99%

Academic Identity Development of Doctoral Scholars in an Online Writing Group

Subedi

Sharma

Bista

2022

IJDS

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Aim/Purpose: This study explores how online writing groups facilitate the academic identity development of doctoral scholars. Background: Academic institutions around the world, and especially in developing societies, are demanding increasing amounts of research and publications from their doctoral scholars. The current study used an online writing group to facilitate writing skills development, which bolstered the academic identity development of participating scholars. Academic identity is defined as the becoming and being of an academic scholar, with writing skills as a means of acquiring and performing the status and skills of a scholar. It is reflected in the confidence, contribution, and relationship carried out in writing as a member of the academic community. Methodology: This study utilizes narrative inquiry as a research methodology to capture the experiences of six doctoral scholars from two universities in Nepal. We explore the academic identity of doctoral scholars from a sociocultural perspective, employing unstructured interviews, meeting notes, and entry and exit surveys of the online writing group. Contribution: This article shows how online writing groups offer unique and impactful opportunities for networking, collaboration, and problem-solving, which can significantly enhance their writing abilities and prospects of publication, thereby fostering their intellectual agency and academic identity. Findings: This study reports three findings of the value of online writing groups: addressing gaps in formal education, community as a form of accountability, and virtual community as a platform for identity development. On the final finding of identity development, we identify and discuss four themes from data analysis: growth of self-image as scholars, strengthening of commitment to scholarship, identification of venues for expanding the scope of publication, and enhancement of digital skills. The informal and collaborative nature of online writing support facilitated socially constructivist learning, which was highly conducive to the development of academic identity among emerging scholars. Recommendations for Practitioners: It is recommended that institutions implement and encourage online writing support programs as an effective means of addressing gaps in doctoral education. While this program can fill gaps in the low-resource contexts of developing countries, it can bolster formal mentoring in any context. Recommendation for Researchers: Further research should use large-scale or longitudinal studies to explore how informal, especially online writing support and collaboration, accelerate research and writing skills, scholarly productivity, and overall academic identity formation of doctoral scholars. Impact on Society: As societies around the world accelerate their demand for doctoral degrees and also require research and publications for degree completion, new and creative approaches utilizing emerging technologies could help to fill gaps in curriculum and support systems for their doctoral scholars. Future Research: Future research could expand the scope and take a longitudinal approach for more fine-grained data and developing broader perspectives.

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“…En su desempeño va forjando la identidad profesional, que está determinada por el conjunto de funciones que son propias de su labor, así como la forma particular que tiene de llevarlas a cabo. Como vemos, la identidad es multifacética y es tomada como parte de la enseñanza y potencia a la acción educativa, exigiendo reconocimiento y apoyo institucional (Caballero, 2009;Vokatis y Zhang, 2016;Caballero y Bolívar, 2015).…”

Section: Desarrollo E Identidad Profesional Docenteunclassified

Historias de vida de profesores universitarios: identidad y desarrollo profesional

Arceo

Herrera

2022

Cuad. pedagog. univ. (En línea)

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El desarrollo profesional docente es indispensable para adquirir nuevas habilidades, conocimientos, actitudes y mejorar su práctica en el ámbito educativo. Por esto, conocer sus relatos permite entender los procesos que ha vivenciado y los elementos que fueron clave para su práctica laboral. Este trabajo tiene el propósito de reconstruir y reflexionar con profesores de nivel superior acerca de su desarrollo e identidad profesional, planteando la siguiente cuestión: ¿Cómo se relaciona la identidad profesional con los procesos de desarrollo profesional? Al mismo tiempo, el enfoque utilizado es cualitativo con un paradigma naturalista interpretativo. Entre los resultados se percibe que el desarrollo profesional, mediante la identidad profesional, posibilita el análisis de las experiencias sociales y personales. Es así como se vincula con la reflexión y la mejora continua, ya que ésta es una característica sustancial para el logro de los objetivos y la valorización de su práctica.

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The Professional Identity of Three Innovative Teachers Engaging in Sustained Knowledge Building Using Technology

Abstract: Abstract

Cited by 16 publications

References 52 publications

Teacher Identity and Hierarchy: Narrative Inquiry of Primary Teachers in Nepal’s Public Schools

Teacher Identity and Hierarchy: Narrative Inquiry of Primary Teachers in Nepal’s Public Schools

Academic Identity Development of Doctoral Scholars in an Online Writing Group

Historias de vida de profesores universitarios: identidad y desarrollo profesional

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