Trans/forming teachers: new professional learning and transformative teacher professionalism

Abstract

This paper focuses upon the development of transformative teacher professionalism. It explores issues of teacher professional identity and the ways in which this is contributed to by teacher responsiveness to the changing and demanding educational environments in which they find themselves. It includes a review of significant literature within the field and suggests ways in which professional learning can support the development of a transformative teaching profession. Finally, it points to a number of conditions under which such a profession might emerge.

Professional Identity in Analysis: A Systematic Review of the Literature

“…Thus, the subjects perceive not only what they are doing (related to the role and with the self-efficacy), but also 1 Role assumed: social position that a person acquires in a social structure [15] 2 Life options: more or less integrated set of practices which an individual embraces, not only because such practices fulfil utilitarian needs, but because form his self-identity [11] who they are and who they want to be (related to identification with a social group and with the self-esteem). Alongside, this idea is closely linked with the social aspect of individual identity, where professional identities fall, in so far as the individuals project their identity in identification with a professional group, using their ability to choose 'what' they want to be in the future (anticipatory socialization 3 ), and 'how' they want to be (anticipatory reflection 4 ). Sfard and Prusak [17] refer to these identities as 'designated identities' 5 , which result from the choice of identification of the individual with a particular professional group.…”

“…The research around the professional Identity is wide [1][2][3][4][5], and runs through multiple areas of intervention, such as philosophy and psychology [6,7], social psychology [8,9] and sociology [10,11]. Within this broad investigative spectrum co-exist several understandings and perspectives, beginning with the concept of identity itself.…”

“…The constituent elements of these communities share knowledge and contribute to the construction of collective 3 Anticipatory socialization: process of personal projection on a future career by identifying members of a reference group [8]. 4 Anticipatory reflection: looking to the future with the knowledge of the past through the point of view of the present; the recall of past experience allows us to anticipate future experiences [16]. 5 Designated identities: "stories believed to have the potential to become a part of one's actual identity.…”

Etwas im Religionsunterricht bewegen: Zur Integration von Theorie und Praxis beim professionellen Lernen von Lehrkräften

“…Es bleibt ein herausfordernder und häufig widersprüchlicher Prozess, Ansprüche auf ein anspruchsvolles und robustes wissenschaftliches Wissensfundament in eine Balance mit den kontextuellen, emotionalen, reflexiven und iterativen Elementen des Lehrens (Mockler 2005) zu bringen. Damit führt Professionalisierung nicht immer zu Professionalität (Hargreaves 200,152).…”

Teacher Professional Learning in a Neoliberal Age: Audit, Professionalism and Identity

“…'One shot', 'spray-on' (Mockler, 2005) or 'drive by' (Senge, et al, 2000) professional development experiences may lead to professional learning, but on their own do not equate with it, regardless of what providers of 'professional learning courses'may argue. For the purpose of this paper, given the interchangeable use of the two terms by key shapers and providers of professional learning/development, claims in relation to both will be examined.…”