Using possible-selves theory to understand the identity development of new teachers

Hamman, Doug; Gosselin, Kevin P.; Romano, Jacqueline E.; Bunuan, Rommel

doi:10.1016/j.tate.2010.03.005

Cited by 160 publications

(128 citation statements)

References 32 publications

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“…H1: Generic motives -generic reasons related to pre-service teachers' goals of becoming a teacher and to the teaching career choice [9]: "I want to work with children, help them learn, understand the world, to support them in forming character and choosing values, also to prepare them for the future." H2: Interpersonal relationships -interactions with persons or groups found within a school [3]: "I want to have a good communication with students, based on trust and respect." H3: Perception of the teaching profession -how the teaching profession is perceived [9]: "I wish the teaching profession would get more respect in our society."…”

Section: Resultsmentioning

confidence: 99%

“…H3: Perception of the teaching profession -how the teaching profession is perceived [9]: "I wish the teaching profession would get more respect in our society." H4: Classroom management -management of the classroom, discipline issues [3]: "I hope I will be able to manage difficult situations and I'll have patience with disruptive students." H5: Identity/personal issue -self-perceptions about teaching abilities and identity related motives [9]: "I am an energetic and communicative person and I hope this will help me in my teaching career."…”

Section: Resultsmentioning

confidence: 99%

“…H5: Identity/personal issue -self-perceptions about teaching abilities and identity related motives [9]: "I am an energetic and communicative person and I hope this will help me in my teaching career." H6: Instruction -the use of strategies, the focus on instructional process [3] The results of research demonstrate that teacher candidates have a lot of diverse hopes concerning the teaching profession. Most of these (22.46%) are connected to the desire to support pupils in their development and to be a role model for them, which demonstrates their good understanding of the teacher's mission.…”

Section: Resultsmentioning

confidence: 99%

“…Hamman et al [3] suggest that examining teachers' views in terms of possible-selves provides a better understanding of their present identity, and also of their identity in the future. In their study, Hamman et al explored expected and feared possible selves of beginning teachers and identified four main categories: interpersonal relationships, classroom management, instructional strategies, professional qualities [3].…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…In their study, Hamman et al explored expected and feared possible selves of beginning teachers and identified four main categories: interpersonal relationships, classroom management, instructional strategies, professional qualities [3].…”

Section: Theoretical Backgroundmentioning

confidence: 99%

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Hopes and fears of teacher candidates concerning the teaching profession

Creţu

2017

MATEC Web Conf.

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Abstract. Romanian university students have the opportunity to enroll in the education program for the teaching profession starting with their first year at the university. Most undergraduates choose the education program for the teaching profession, although some of them do not see themselves as teachers. The schooling experiences, the motivation for entering the teacher education programs, the initial teacher education experiences and their future plans can be important factors in considering the perspective of becoming a teacher or not. Focused on a future orientation, the goal of this study was to investigate teacher education candidates' hopes and fears concerning a possible career as teacher. Using an open-ended questionnaire as a research tool, a qualitative analysis was made on the hopes and fears expressed by the teacher candidates. Our findings showed different categories of hopes and fears and generated an enriched understanding of teacher candidates' views on this subject. The study can be a valuable support for teacher educators preoccupied to understand teacher candidates' perceptions and to assist them in getting closer to their ideals by improving the education program.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Theoretical Backgroundmentioning

confidence: 99%

Section: Theoretical Backgroundmentioning

confidence: 99%

See 3 more Smart Citations

Hopes and fears of teacher candidates concerning the teaching profession

Creţu

2017

MATEC Web Conf.

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Unveiling the moderating role of governance mechanism on the nexus between CSR and firm performance in India: A GMM‐based dynamic panel approach

Mondal,

Sahu

2024

Corp Soc Responsibility Env

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This study aims to explore the nexus between corporate social responsibility (CSR) and firm performance (FP); and the moderating role of governance mechanisms on the CSR‐FP nexus. This study investigates the aforementioned nexus, based on the sample of 257 Indian non‐financial companies listed on the National Stock Exchange (NSE) 500 index, for the period 2009–10 to 2022–23. GMM‐based dynamic panel estimation technique is applied to explore the relationship. The study reveals a positive nexus between CSR and FP, and a strong positive moderating impact of board size (BS), board independence (BID), and board gender diversity (BGD) on CSR‐FP nexus. However, the study shows an inverse moderating role of ownership concentration (OC) on the CSR‐FP nexus. The study provides a brief understanding of the CSR‐FP nexus and recommends the implementation of stronger governance mechanisms for the corporations of developing nations. This initiative may increase CSR, and generate economic advantage for the firms and the whole society.

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Understanding teacher identity in teachers' professional lives: A systematic review of the literature

Rushton,

Rawlings Smith,

Steadman

et al. 2023

Review of Education

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This article presents a systematic review of a substantial body of literature that considers the ways in which the concept of teacher identity has been used to understand and explore teachers' professional lives. The aim of the review was to go beyond the limitations of specific areas of teachers' practice to explore the broad and rich field of teachers' professional lives. Drawing on 412 articles from 2000–2021, the review demonstrates the growth in teacher identity research, particularly since 2010. Results from the review are categorised into seven thematic groups that span key areas related to teachers' professional lives: (1) Models and frameworks of professional lives; (2) Narratives of professional lives; (3) Becoming a teacher; (4) Contexts; (5) Communities; (6) Change, transition and conflict; and (7) Subject specialisms. The review reveals gaps in teacher identity research, such as: few research studies from Global South countries; a limited number of studies focusing on non‐core curriculum subjects, including arts, history, geography and physical education; fewer studies focusing on primary school and early years teacher identities; and a divide between identity scholarship and research, and policy and practice. The article concludes with a call for teacher identity research to be expanded and broadened with the aim to facilitate the progress of identity work in scholarship, policy and practice. Context and implicationsRationale for this studyIn the context of a growing body of research on teacher identity, particularly in the last decade, there remains a paucity of identity‐focused systematic reviews. Existing systematic reviews tend to focus on specific fields such as subject specialisms, teacher education and beginning teachers. However, far fewer reviews span the broader field of teachers' professional lives; this article responds to this gap in the literature.Why the new findings matterThe findings from this review are important in highlighting the most commonly explored areas in teacher identity research as it relates to teachers' professional lives. As such, the findings can inform policy and practice for teacher education and professional development at local, national and international scales. The findings also highlight gaps in the literature and the implications this may have on teacher identity scholarship.Implications for educational researchers and educatorsFirstly, educational researchers can identify key themes arising from existing teacher identity research studies. This can help them to focus on specific areas that would benefit from further research as well as providing them with a single space from which to draw on the existing corpus of research studies. Secondly, teacher identity research is important for the professional lives and practice of educators and this review provides educators with an opportunity to understand the teacher identity scholarly landscape and, in turn, apply findings from the research to their own professional practice.

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Using possible-selves theory to understand the identity development of new teachers

Cited by 160 publications

References 32 publications

Hopes and fears of teacher candidates concerning the teaching profession

Hopes and fears of teacher candidates concerning the teaching profession

Unveiling the moderating role of governance mechanism on the nexus between CSR and firm performance in India: A GMM‐based dynamic panel approach

Understanding teacher identity in teachers' professional lives: A systematic review of the literature

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