Where are they from? Pre-service educators’ views on place and professional identity

Smith, Dorothy V.; Weller, Jacolyn; Starks, Donna; Kamara, Martha

doi:10.1080/02188791.2020.1737508

Cited by 5 publications

(9 citation statements)

References 40 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A person's identity is derived from a range of relationships between the roles they have internalised, and others' recognition of these roles (Smith et al, 2020). According to Day (2018), one's identity is a combination of personal and professional selves, represented through dynamic interplay between agency, emotions, and efficacy in contexts of personal biographies, workplace culture, structure, and policies.…”

Section: Identitymentioning

confidence: 99%

“…There is a close connection between professionals' views of themselves, the work they do (Reay et al, 2017), and how they perceive their professional roles and responsibilities (Toompalu et al, 2017). ProI is a dynamic, complex equilibrium where professional self-image is balanced with various roles professionals must play (Smith et al, 2020).…”

Section: Professional Identitymentioning

confidence: 99%

“…They need support to integrate their PerI and ProI on PP to ensure both are recognised and valued (Flores, 2020;Nguyen & Loughland, 2018). School communities must acknowledge PSTs background, culture, diversity, abilities, ethnicity, worldviews, and who they are as individuals (Smith et al, 2020).…”

Section: Study Rationalementioning

confidence: 99%

“…Whilst numerous studies considered PST ProI, much fewer considered PST PerID (Arvaja et al, 2020;Jones, 2019;Smith et al, 2020).…”

Section: Overview Of Studiesmentioning

confidence: 99%

“…Likewise, Smith et al (2020) discovered that some PSTs felt reluctant to share information related to their personal place identity. For instance, a PST living in a low socio-economic suburb may feel uncomfortable sharing that information in a high socio-economic school.…”

Section: Identity Conflicts and Contextmentioning

confidence: 99%

See 4 more Smart Citations

What Makes Me, Me? Factors influencing pre-service teacher personal identity development during professional practice

Jilina

View full text Add to dashboard Cite

<p>The concept of identity can be broken up into two constructs: personal and professional. Developing teacher professional identity is an important part of becoming a teacher. Research suggests pre-service teachers primarily develop their professional identity during professional practice. Personal and professional identities are interlinked, and conflict can arise when pre-service teachers take their personal identity on professional practice. In the past ten years, much research about pre-service teacher professional identity development had been completed, while personal identity was largely overlooked. This phenomenological study uses qualitative methods including ecomaps, semi-structured interviews, and field notes to investigate factors influencing primary school pre-service teacher personal identity development during professional practice. Reflexive thematic analysis revealed themes situated within Bronfenbrenner’s ecological systems, including factors that enable, challenge, or enable and challenge identity development. Findings suggest pre-service teachers’ individual aspects and contextual factors, primarily whānau, can influence identity development, and imply the role of resilience. This study poses implications for pre-service teachers, initial teacher education providers, educators, professional practice schools, and researchers.</p>

show abstract

Section: Identitymentioning

confidence: 99%