ERIC Number: EJ872960
Record Type: Journal
Publication Date: 2010-Apr
Abstractor: As Provided
Reference Count: N/A
Getting Recognised: Teachers Negotiating Professional Identities as Learners through Talk
Cohen, Jennifer L.
Teaching and Teacher Education: An International Journal of Research and Studies, v26 n3 p473-481 Apr 2010
This paper presents findings from a qualitative study on teachers' negotiation of professional identity through talk with colleagues at an urban, public, Midwestern school in the United States. The purpose of the research was to identify discourse strategies the teachers used to negotiate local significances for their professional identities. Analysis and findings demonstrate that the teachers made and recognised identity bids to accomplish the professional identity of teacher as learner, using a range of discourse strategies, including two genres of reflective talk. Implications for our understanding of teachers as knowledge-producers and how this can inform teacher education and education policy are considered.
Descriptors: Reflective Teaching, Urban Schools, Discourse Analysis, Self Concept, Reflection, Interpersonal Communication, Peer Relationship, Teachers, Teacher Role
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: United States