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ERIC Number: EJ872963
Record Type: Journal
Publication Date: 2010-Apr
Pages: 10
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0742-051X
Identity Formation of Teacher-Mentors: An Analysis of Contrasting Experiences Using a Wengerian Matrix Framework
Kwan, Tammy; Lopez-Real, Francis
Teaching and Teacher Education: An International Journal of Research and Studies, v26 n3 p722-731 Apr 2010
In order to understand the process of identity formation in a community of practice, Wenger (2002) proposes a matrix framework whereby three qualities (connectedness, expansiveness and effectiveness) are matched against three modes of belonging (engagement, imagination and alignment). In this paper we use this framework to analyse the experiences of two teacher-mentors and interpret how their identities are formed during the process of mentoring student-teachers. Factors that contribute significantly to the development of their identity include the school culture, the "personalities" of the other community members, and the influence of other relevant communities of practice. (Contains 3 tables and 1 figure.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A