Shaping The Teacher Identity
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Shaping The Teacher Identity
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Author : Kwame Sarfo-Mensah M Ed
language : en
Publisher: Createspace Independent Publishing Platform
Release Date : 2018-12-08
Shaping The Teacher Identity written by Kwame Sarfo-Mensah M Ed and has been published by Createspace Independent Publishing Platform this book supported file pdf, txt, epub, kindle and other format this book has been release on 2018-12-08 with categories.
In the world of education, the most effective educators pride themselves on their special ability to positively impact the impressionable minds of their students. They are able to justify their effectiveness through their students' standardized test scores and other forms of data. Indeed, these are legitimate ways to measure a teacher's effectiveness in the classroom but they don't tell the full story. There is something to be said about the specific attributes a teacher possesses in order to be effective in the classroom. What are those intangible qualities that define the success of that teacher? The response to that question will consequently lead to an even deeper question -- how did that teacher acquire and develop these special qualities? That question can be best answered by exploring the source of their teacher identity. Through this exploration, one will discover that the teacher's identity is directly and indirectly shaped by their unique life experiences and the valuable lessons they have learned from those experiences. Shaping the Teacher Identity guides the reader through a self-exploration of their life and helps them extract the inherent qualities that uniquely define who they are as educators.
Understanding Teacher Identity
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Author : Patrick M. Jenlink
language : en
Publisher: Rowman & Littlefield
Release Date : 2021-05-08
Understanding Teacher Identity written by Patrick M. Jenlink and has been published by Rowman & Littlefield this book supported file pdf, txt, epub, kindle and other format this book has been release on 2021-05-08 with Education categories.
Understanding Teacher Identity: The Complexities of Forming an Identity as Professional Teacher introduces the reader to a collection of research-based works by authors that represent current research concerning the complexities of teacher identity and the role of teacher preparation programs in shaping the identity of teachers. Important to teacher preparation, as a profession, is a realization that the psychological, philosophical, theoretical, and pedagogical underpinnings of teacher identity have critical importance in shaping who the teacher is, and will continue to become in his/her practice. Teacher identity is an instrumental factor in teachers’ and the students’ success. Chapter One opens the book with a focus on the development of teacher identity, providing an introduction to the book and an understanding of the growing importance of identity in becoming a teacher. Chapters Two–Nine present field-based research that examines the complexities of teacher identity in teacher preparation and the importance of teacher identity in the teaching and learning experiences of the classroom. Finally, Chapter Ten presents an epilogue focusing on teacher identity and the importance, as teacher educators and practitioners, of making sense of who we are and how identity plays a critical role in the preparation and practice of teachers.
Shaping A Professional Identity
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Author : F. Michael Connelly
language : en
Publisher:
Release Date : 1999
Shaping A Professional Identity written by F. Michael Connelly and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1999 with Education categories.
Working with a group of teacher researchers, Connelly and Clandinin address the question of how professional identities are formed. The volume includes richly textured stories of professional lives in teacher, administrative, and curriculum-making settings. These thoroughly readable, autobiographical depictions help unravel the narrative interweavings of professional contexts, teacher knowledge, and teacher identity. Authors' insightful interpretations of these stories provide valuable implications for teacher education, professional development, and progressive school change.
Teaching For Success
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Author : Brad Olsen
language : en
Publisher: Routledge
Release Date : 2016-01-08
Teaching For Success written by Brad Olsen and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2016-01-08 with Education categories.
This book focuses on the process of becoming a teacher and on how to teach well in this contemporary age. Wrapping its discussions around the core concept of teacher identity, the book introduces a model of teacher learning that illuminates how you can systematically examine your own personal and professional teaching influences and work to arrange, adjust, and assemble them in conjunction with educational research into a coherent, unique, successful whole. The book demonstrates the many ways your personal self and professional self become integrated into your teaching work. Features of this book:
Shaping A Professional Identity
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Author : Dorothy Jean Clandinin
language : en
Publisher: London, Ont. : Althouse Press
Release Date : 1999
Shaping A Professional Identity written by Dorothy Jean Clandinin and has been published by London, Ont. : Althouse Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 1999 with Education categories.
The Shaping Of A Teacher
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Author :
language : en
Publisher:
Release Date : 2015
The Shaping Of A Teacher written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015 with categories.
Teaching For Success
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Author : Bradford Sorum Olsen
language : en
Publisher: Routledge
Release Date : 2016
Teaching For Success written by Bradford Sorum Olsen and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2016 with Identity (Psychology) categories.
Teaching For Success is a comprehensive guide for navigating the process of becoming an effective teacher in the wake of contemporary and systemic challenges. Focusing on the core concept of teacher identity in clear, invigorating prose, the book illuminates how teachers can arrange, adjust, and assemble their own personal and professional teaching influences in conjunction with educational research into a coherent, unique, and successful whole. Olsen's attention to classroom practice, social justice issues, personal satisfaction, and teacher success stories offers a sharp and useful guide for teacher development. This revised second edition has been updated and includes a new chapter that guides both new and experienced teachers through emerging, thorny issues in educational policy and practice, including high-stakes testing, blended learning, the demands of networking, and the Common Core State Standards.
From Prospective Teachers To First Year Teachers
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Author : Bing Li
language : en
Publisher:
Release Date : 2017-01-26
From Prospective Teachers To First Year Teachers written by Bing Li and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017-01-26 with categories.
This dissertation, "From Prospective Teachers to First-year Teachers: Antecedents and Malleability of Teacher Identity" by Bing, Li, 李兵, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Teacher identity is at the heart of the teaching profession. However, the literature is replete with studies reporting "tensions," "personal struggle," or "traumatic experience" relating to teacher identity, particularly among the early career teachers. The prime objective of the present research was to explore possible reasons behind the aforesaid phenomena by: 1) tracking the change in teacher identity through following fresh graduates from a teacher training program till the end of their first year of teaching; and 2) examining the roles of two groups of antecedents, that is, contextual factors (perceived learning/work environments) and intellectual styles (thinking/teaching styles), in shaping and reshaping teacher identity during this transition. The present research also looked into the mediating functions of intellectual styles in the relationships of learning/work environments to teacher identity. Moreover, the association between thinking styles and teaching styles was investigated. In the present research, teacher identity was manifested through four indicators: teacher self-efficacy, organizational commitment, motivation to teach, and job satisfaction. Learning environments were assessed from a constructivist perspective. The Job Demands-Resources model provided a lens through which work environments were conceptualized. Intellectual styles were operationalized drawing on the threefold model. The present research employed a quantitatively-driven mixed approach and comprised three studies: a pilot study, a main study, and a follow-up study. The pilot study validated five inventories and preliminarily examined the hypothesized relationships. The main study was a two-wave quantitative one. In this study, 1,062 Year 4 prospective teachers from a teacher training program in mainland China responded to three inventories (measuring learning environments, thinking styles, and teacher identity); and, one year later, 464 of them responded to three inventories (measuring work environments, teaching styles, and teacher identity) after finishing their first year of teaching. Finally, 18 participants who had shown the greatest change in teacher identity over one year were selected to participate in individual semi-structured interviews in the follow-up study. Results of the main study lent substantive support to all the four research hypotheses. First, learning/work environments and thinking/teaching styles were at least partially held accountable for the shaping of the participants'' teacher identity. Second, teacher identity was malleable. In general, the participants'' teacher identity declined significantly. Among others, job satisfaction showed the most considerable magnitude of decrease, followed by leadership self-efficacy. This decline could be at least partially attributable to the excessive job demands (particularly emotional demands) and the lack of job resources (particularly growth opportunities and superior support) in these participants'' perceived work environments. Third, the impact of learning/work environments on the participants'' teacher identity might not be direct, but rather mediated by intellectual styles (particularly Type I styles). Fourth, the participants'' thinking styles and teaching styles were moderately consistent over one year. Findings of the present research theoretically contribute to the literature on the five key var
Teacher Identity And The Struggle For Recognition
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Author : Patrick M. Jenlink
language : en
Publisher: R&L Education
Release Date : 2014-04-09
Teacher Identity And The Struggle For Recognition written by Patrick M. Jenlink and has been published by R&L Education this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014-04-09 with Education categories.
Teacher identity is shaped by recognition or its absence, often by misrecognition of others. Recognition as a teacher, or the strong and complex identification with one’s professional culture and community, is necessary for a positive sense of self. Increasingly, teachers are entering educational settings where difference connotes not equal, better/worse, or having more/less power over resources. Differences between discourses of identity are braided at many points with a discourse of racism, both interpersonal and structural. Teacher Identity and the Struggle for Recognition examines the nature of identity and recognition as social, cultural, and political constructs. In particular, the contributing authors to the book present discussions of the professional work necessary in teacher preparation programs concerned with preparing teachers for the complexities of teaching in schools that mirror an increasingly diverse society. Importantly, the authors illuminate many of the often problematic structures of schooling and the cultural politics that work to define one’s identity – drawing into specific relief the nature of the struggle for recognition that all face who choose to entering teaching as a profession.
Factors Shaping Pre Service Teacher Identities In An Hiv Aids Context
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Author : Robyn Arseneau
language : en
Publisher: LAP Lambert Academic Publishing
Release Date : 2011-01
Factors Shaping Pre Service Teacher Identities In An Hiv Aids Context written by Robyn Arseneau and has been published by LAP Lambert Academic Publishing this book supported file pdf, txt, epub, kindle and other format this book has been release on 2011-01 with categories.
Emerging educational literature suggests that the teacher identity invoked as pre-service teachers (PSTs) greatly contributes to how roles and responsibilities are viewed and prioritized in the teaching field. This book aims to explore factors that shape PST identities, specifically in response to the government prescribed teaching roles and responsibilities in the context of South Africa s HIV/AIDS epidemic. Findings from this study indicate that PSTs bring an array of their own experiences, knowledge and perceptions to the teacher-training program which ultimately shape their teacher identity. The contribution of this study lies in its innovative approach to teacher training: it moves beyond looking at the knowledge PSTs require to equip them in their teaching capacity, to a deeper exploration of how PST training can unearth aspects of their lives that will preclude or encourage them to teach effectively. Based on evidence from the study, this book argues that the PST s experience, knowledge and perceptions should be considered when developing teacher-training programs in order to promote a comprehensive and effective educational response to HIV/AIDS and other societal concerns.