Understanding teacher identity: an overview of issues in the literature and implications for teacher education

Beauchamp, Catherine; Thomas, Lynn

doi:10.1080/03057640902902252

Cited by 1,515 publications

(1,141 citation statements)

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“…Beauchamp and Thomas 2009;Beijard et al 2004;Brown and McNamara 2011;Cobb and Gresalfi 2011;Diversity in Mathematics Education Center for Learning and Teaching 2007;Hodgen and Askew 2007;Horn et al 2008;Teacher Education Quarterly 2008). Key references and main sources of inspiration come from discourse analysis and social practice theory and include people like Gee (2000Gee ( -2001, Holland et al (1998), Lave (1988), and Wenger (1998.…”

Section: Researching Identity-inspiration From Outside Mathematics Edmentioning

confidence: 99%

Invited Lectures from the 13th International Congress on Mathematical Education

et al. 2018

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Section: Researching Identity-inspiration From Outside Mathematics Edmentioning

confidence: 99%

Invited Lectures from the 13th International Congress on Mathematical Education

et al. 2018

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“…Beauchamp & Thomas, 2009). Yrkesidentiteter tar form och förändras via interaktion och erfarenheter av yrkets och verksamheters organisering, professionens plats i samhället och i den offentliga debatten samt i sampel med kollegor, barn och föräldrar.…”

Section: Förskollärares Professionunclassified

Utvecklingssamtal som uppgift och verktyg i förskollärares professionssträvanden i interaktion med föräldrar

Simonsson¹,

Markström²

2013

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Collaboration and communication between teachers and parents have during the last decades become increasingly highlighted in the Swedish preschool context. The aim of this study is to study the parent-teacher conference in the Swedish preschool and, based on interviews with preschool teachers, generate knowledge about how they view and the importance they give the parent-teacher conference as a social practice in the preschool and as a part of their profession. The analyses of the interviews show that the parent-teacher conference is an important tool for the teachers in order to create a professional relationship with the parents and to give them support in their parental role. Furthermore, the results show that the parent-teacher conference is central for creating a complete picture of the child, and that it can be seen as an assessment practice for not only the child, the parents and the preschool as an institution but also for the preschool teachers themselves in their role as professionals.

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“…Gee (2000) models identity under four perspectives: …Four interrelated ways of thinking about what and who we are: nature (identity by nature), institutional (identity by the positions we hold), discursive (identity by what we have done and in dialogue with others) and affinity (identity by allegiance to practices and perspectives of group affiliation) (Dinkelman 2011). So, the issues of self and reflection are crucial here, influenced by different states of agency, emotion, narrative, and discourse alongside extrinsic factors (Beauchamp and Thomas 2009;Lamote and Engels 2010). It has been said that the teacher educator teaches but is also learning.…”

Section: Introduction Introductionmentioning

confidence: 99%

Exploring whether (and how) self-reflection can improve practice as a teacher educator

Fragkos¹

2018

MedEdPublish

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Exploring whether (and how) self-reflection can improve practice as Exploring whether (and how) Abstract AbstractThe present essay describes a model under which a method of self-improvement of teacher-educator practice can be implemented by analyzing personal practices. I will focus my argument on investigating self-reflection and the subject under investigation will be the educator: how can they self-reflect in order to enhance their learning and hence their practice. The first step of the model is self-reflection. The second step will be self-study. The final step will be self-research techniques (such as autoethnography). This final step will provide the validity for improving personal practice in a possibly reliable way such that practices of narcissism and self-replicating redundancies or errors are avoided. By acknowledging the multiple identities a teacher assumes in their professional practice allows them to analyze them systematically and eventually improve on them.

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Understanding teacher identity: an overview of issues in the literature and implications for teacher education

Cited by 1,515 publications

References 46 publications

Invited Lectures from the 13th International Congress on Mathematical Education

Invited Lectures from the 13th International Congress on Mathematical Education

Utvecklingssamtal som uppgift och verktyg i förskollärares professionssträvanden i interaktion med föräldrar

Exploring whether (and how) self-reflection can improve practice as a teacher educator

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