ERIC Number: EJ1104528
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 56
Confronting Unsuccessful Practices: Repositioning Teacher Identities in English Education
Vetter, Amy; Hartman, Shana V.; Reynolds, Jeanie M.
Teaching Education, v27 n3 p305-326 2016
Teacher education programs attempt to prepare preservice teachers for the various challenges faced in the classroom. One particular challenge new teachers face is how to handle unsuccessful practices. This paper argues that confronting ineffective practices require that teachers respond to complex and dynamic challenges, making change difficult when solutions are not readily available. Presenting data from case-study research, the paper uses an identity framework and positioning theory to explore how two novice teachers navigate moments of unsuccessful practice. Findings suggest that when teachers confronted ineffective practices they repositioned their teacher identities in ways that depended on the ideologies of their school. The paper concludes with implications about the importance of extending typical reflective practices of teacher education with video analysis that challenges students to examine how they enact teacher identities over time within the figured world of their school.
Descriptors: Teacher Education Programs, Professional Identity, English Teachers, Case Studies, Reflection, Educational Practices, Video Technology, Instructional Effectiveness, Secondary School Teachers, Discourse Analysis, High Stakes Tests, Poverty, Institutional Characteristics, Rural Schools, Urban Schools, Preservice Teachers, Participant Observation, Grounded Theory, Semi Structured Interviews
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Higher Education; Postsecondary Education
Authoring Institution: N/A