The Professional Identity of Teacher Educators offers a contemporary study of teacher education in a period of huge international, institutional and professional change. When we understand and appreciate our own heritage, we are better able to understand and appreciate that of others, specifically our students. As such exploration of this and its implications for teacher identity provides an important area for ongoing research. Research Methodology and Methods With preliminary thinking identifying the key issues surrounding inter-professionalism and the implications of teacher identity for this, these can be developed as the building blocks required to create a conceptual model Figure 1 to encompass the key ideas, issues and debates that act as a heuristic for the research, informing the methodologies and the guiding the conclusions. This section of the questionnaire is designed to explore what affect you think the Every Child Matters agenda will have upon teachers 4a. These discourses came from theory, policy, contexts in which teachers were embedded and from collegial or expert models of practice. Teaching includes an element of modelling.
Drawing upon the tri-part division asserted by Beijaard et al. Academy of Management Review 22: 453-481 Kirk, G. The lack of teachers expressing their identity leave classrooms barren and impersonal. Such hypothesis is supported by Beijaard 1992, in Beijaard 1995 who demonstrates how, in perceiving their subject threatened, teachers develop negative identity perceptions. Still developing their teacher identity eg.
These more experienced males are typically the most influential within schools Sikes 1990. Uffculme, Devon: Wilan Publishing Spears, R. Teachers play an important role in society. As a professional counselor, we are called to help clients to deal with various issues that include stress management, addictions, marital problems, substance abuse, suicidal ideation, self-esteem problems, etc. I see the authenticity of teachers rooted in their ability to be able to express their personal thoughts, feelings and knowledge in the classroom. With teacher identity implying both sociological and cognitive psychological psycho-social perspectives eg.
With b oth education and management research witnessing increasing focus upon professional identity, this theoretical construct, akin to many others regularly debated in academia, has become common-place in everyday language Felstead et al. We have been researching the mindsets of a small group of teachers who we feel are responsive to the needs of 21st century learners. These kind of qualities of a teacher are responsible for his or her success and ultimately identity. But learner is under the influence of more than one teacher at a time and in different times. They are responsible for educating children, the leaders of tomorrow. House of Commons 2005; DoH 2000 , Figure 1 depicts multi-agency inter-professional working as the central tenet. The interactions of risk-taking, emotions and reform have noted how positive emotions encourage risk-taking, resilience and thus greater willingness to change eg.
Modelling effectively means that a teacher must include 'being a learner' as part of their professional identity. Diversity on behalf of students plays an important role in this as students perceive their teachers from two angles. In Australia there are a vast number of written policies which reveal the standards expected of teachers in the current day and age. Although the researcher had professional links with the school, the participants themselves were unknown to her 6. The questionnaire was completed by a self-selected, volunteer sample Fink 2003 from these schools.
The teacher, in an effort to address the needs of all students, may end up addressing the needs of none as they continue to teach from a dominant social position. The second theme, which is less represented in the answers so far, is about the teacher's identity in relation to knowledge, to being an expert and to being a learner. Studies in the education of adults, vol. While they may be well-intentioned, compassionate and caring, they may not appreciate or understand the diverse situations that their students come from. The world is full of individual who aspire to reach a certain level of professional identity and counselors are no different. International Journal of Qualitative Methods 2 3 Leadbetter, J.
Punamaki eds Perspectives on Activity Theory. Handbook of Research on Teaching pp. The teacher is consistently modifying and remodifying his expectations of learners based on what the learners brought into the classroom and also their expectation. Initially, with a perceived gap in academic research Beijaard et al. Building a professional identity often involves a mix of education, professional training and personality. Critical pedagogy might be useful here and would support a theory of identity.
Gusky also, addresses that at times why so many professional developments are inadequate. Or is it related to the resources available for a working professional to continually develop their skills within their profession? Whilst the contribution of essentialist agenetic and constructivist stances is acknowledged, it is suggested that, with encroaching managerialism, the former plays an increasingly lesser role eg. The Hyderabad express leaves at--------------- 8. The book explores the experiences, understandings, and beliefs that guide the professional practices of teacher educators, and paints a picture of a profession that offers huge rewards, alongside challenges and frustrations. This means that teacher identity is critical.
The reciprocal nature of this identity, in terms of its influence upon professional actions, is highlighted by Watson 2006. What are the responsibilities of the job and how does it re-shape the professional identity of those who do it, day in, day out? And how to become a rectitude teacher? Activity Theory and Communities of Practice: their role in the development of teacher identity Although the debate between contrasting paradigms is endless, the Vygotskian principles that mental structures, thus professional identity, is created through social interactions cannot be doubted. If a teacher is self-aware, he or she is better able to empower students, and therefore enhance learning. For the questionnaire survey a funnelled-sampling sequence Erikson 1986 was undertaken. Encouraging the support of this influential group should reduce professional resistance. Whilst the value of these have been well-reviewed eg.
Is the teacher attempting to present the mainstream position or are they addressing the individualistic needs of their students. Adult Basic Education teachers and. Journal of Clinical Nursing 11: 357-366 Kihlstrom, J. Author: Ronnie Davey Publisher: Hoboken : Taylor and Francis, 2013. We must be capable of drawing on our own understanding from knowledge we have gained from previous educational and life experience and use this to reflect and construct on the professional identity of a teacher.