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ERIC Number: EJ882880
Record Type: Journal
Publication Date: 2010-Jun
Pages: 16
Abstractor: As Provided
Reference Count: 43
ISSN: ISSN-0965-0792
The Role of Action Research in Transforming Teacher Identity: Modes of Belonging and Ecological Perspectives
Goodnough, Karen
Educational Action Research, v18 n2 p167-182 Jun 2010
While teacher identity has been conceptualized in different ways, research in teacher education has shown that the development of self-understanding about being a teacher is critical to learning how to teach and can be shaped in multiple ways. Etienne Wenger argues that the formation of communities of practice is influenced strongly by the negotiation of identity and thus, to understand learning in relation to identity formation and communities of practice, three modes of belonging should be considered. Using data from a three-year action research project, the author examines how modes of belonging (engagement, alignment, and imagination) were enacted in teacher-centred action research communities of practice. As well, an ecological perspective is adopted to provide insight into how teachers' identities are formed and reformed in the context of teacher-centred action research.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A