ERIC Number: EJ1082970
Record Type: Journal
Publication Date: 2015-Dec
Abstractor: As Provided
Reference Count: 65
Dissonance for Understanding: Exploring a New Theoretical Lens for Understanding Teacher Identity Formation in Borderlands of Practice
Delaney, Katherine K.
Contemporary Issues in Early Childhood, v16 n4 p374-389 Dec 2015
Borderlands of practice are spaces where teachers are engaged in negotiating multiple conceptions of "best practices" within their daily teaching practice. Teachers at work in borderlands must actively negotiate varied conceptions, expectations, and assumptions about what is "best" for their students. These conceptions often challenge teacher professional knowledge and can result in a sense of dissonance about how to best meet the needs of students. Using a case study of one veteran teacher's sense-making processes in her first year of teaching pre-Kindergarten, this article explores how a theoretical lens of dissonance might help researchers and teacher educators to better understand and support teacher identity formation in borderlands of practice.
Descriptors: Professional Identity, Teacher Attitudes, Self Concept, Knowledge Base for Teaching, Teacher Competencies, Preschool Teachers, Beginning Teachers, Identification (Psychology), Best Practices, Teaching Methods, Expectation, Early Childhood Education, Faculty Development, Teacher Education, Case Studies, Problem Solving, Ability, Cognitive Development
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
IES Grant or Contract Numbers: 1019431