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Showing 1 to 15 of 40 results Save | Export
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Akkerman, Sanne F.; Meijer, Paulien C. – Teaching and Teacher Education: An International Journal of Research and Studies, 2011
In recent attempts to address the notion of teacher identity, scholars have stressed how identity is dynamically evolving, intrinsically related to others, and consists of multiple identities. Though these postmodern characterizations represent radically new perceptions of identity, they are not extensively discussed in relation to previous…
Descriptors: Theories, Self Concept, Definitions, Educational Research
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Ruohotie-Lyhty, Maria – Teaching and Teacher Education: An International Journal of Research and Studies, 2013
Although teachers' first years in the profession are a widely studied field, the factors that would help to understand the difficulty or the ease with which individuals enter full time teaching and construct their professional identity are still little studied. This narrative study approaches the topic by comparing two newly qualified teachers'…
Descriptors: Foreign Countries, Beginning Teachers, Longitudinal Studies, Self Concept
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Burns, Eila; Bell, Sheena – Teaching and Teacher Education: An International Journal of Research and Studies, 2011
This paper considers the development of teachers' professional identity in the context of educators that have diverse backgrounds. We elucidate how teachers with dyslexia working in tertiary education use narrative resources to construct and negotiate their professional teacher identities. The analysis of narrative interviews, interpreted within…
Descriptors: Dyslexia, Personal Narratives, Self Concept, College Faculty
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Cohen, Jennifer L. – Teaching and Teacher Education: An International Journal of Research and Studies, 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.…
Descriptors: Reflective Teaching, Urban Schools, Discourse Analysis, Self Concept
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Farnsworth, Valerie – Teaching and Teacher Education: An International Journal of Research and Studies, 2010
This paper explores the process of learning to become a social justice teacher, drawing in particular on Bakhtin's notions of dialogue in order to theorize pre-service teachers' identity negotiations. Interpretations of learning and identity are based on the content of pre-service teachers' narratives about community-based learning. Supported by…
Descriptors: Social Justice, Preservice Teacher Education, Educational Change, Learning Processes
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Trent, John – Teaching and Teacher Education: An International Journal of Research and Studies, 2010
This article reports on a qualitative study into the discursive construction of teacher identities amongst six preservice English language teachers in Hong Kong. While teacher identity construction has been conceptualized as an evolving process of becoming a teacher, some preservice teachers regard their professional identities as rigid, resulting…
Descriptors: Preservice Teacher Education, Preservice Teachers, Teacher Education Programs, Foreign Countries
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Thomas, Lynn; Beauchamp, Catherine – Teaching and Teacher Education: An International Journal of Research and Studies, 2011
This qualitative study based on semi-structured interviews examines the metaphors new teachers use to describe their professional identities and compares metaphors chosen immediately following graduation with those suggested part way through their first year of teaching. Findings indicate that new teachers make a shift from seeing themselves as…
Descriptors: Figurative Language, Interviews, Teacher Attitudes, Attitude Change
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Liu, Yongcan; Xu, Yueting – Teaching and Teacher Education: An International Journal of Research and Studies, 2011
This paper investigates how an EFL teacher negotiates her identity to adapt to the "new work order" in an English education department at a university in China. From a narrative inquiry perspective, it aims to illuminate the complexity of teacher identity in the context of a reform where teachers must reconcile conflicting selves in…
Descriptors: Foreign Countries, English (Second Language), Inclusion, Second Language Instruction
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Kwan, Tammy; Lopez-Real, Francis – Teaching and Teacher Education: An International Journal of Research and Studies, 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…
Descriptors: Mentors, School Culture, Educational Change, Models
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Hall, Leigh A.; Johnson, Amy Suzanne; Juzwik, Mary M.; Wortham, Stanton E. F.; Mosley, Melissa – Teaching and Teacher Education: An International Journal of Research and Studies, 2010
This article presents the results of three separate studies of literacy teaching and learning in the U.S. that explore the social functions of language, specifically focused on the identity development of literacy learners and teachers. Each study offers a detailed account of how literate identities are constructed and enacted and the positive and…
Descriptors: Literacy, Secondary School Teachers, Self Concept, Secondary School Students
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Sun, Dekun – Teaching and Teacher Education: An International Journal of Research and Studies, 2012
Much of teacher knowledge research in teacher education has focused on Western views of teacher knowledge. By reporting on a case study of an immigrant Chinese language teacher's personal practical knowledge in teaching secondary school students, this paper presents an Eastern view of teacher knowledge, and illustrates how knowledge and identity…
Descriptors: Teacher Characteristics, Chinese, Cultural Background, Immigrants
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Hamman, Doug; Gosselin, Kevin; Romano, Jacqueline; Bunuan, Rommel – Teaching and Teacher Education: An International Journal of Research and Studies, 2010
Questions about identity and future success often occupy the thinking of individuals during life transitions. Possible-selves theory describes how future-oriented thought provides identity-relevant information and motivation to pursue self-relevant goals. Expected and feared possible selves of beginning teachers (n = 221) were analyzed revealing…
Descriptors: Classroom Techniques, Self Concept, Beginning Teachers, Goal Orientation
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Trent, John; Lim, Jenny – Teaching and Teacher Education: An International Journal of Research and Studies, 2010
This article reports on a qualitative case study that explored the experiences of two groups of secondary school English language teachers as they participated in school-university partnerships in Hong Kong. Drawing upon theories of identity construction and using in-depth interviews, the case studies highlight how teacher identity formation…
Descriptors: Foreign Countries, Partnerships in Education, College School Cooperation, Self Concept
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Lim, Hyun-Woo – Teaching and Teacher Education: An International Journal of Research and Studies, 2011
This study utilizes a concept mapping method to explore the underlying structure and dimensionality of Korean student teachers' autobiographical reflections on their professional identity formation. Participants consist of 90 students enrolled in bachelor's and master's degree programs in English teacher education. The study results imply core…
Descriptors: Foreign Countries, Concept Mapping, Student Teachers, Teaching Methods
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Barrett, Brian D. – Teaching and Teacher Education: An International Journal of Research and Studies, 2009
This Bernsteinian analysis conceptualizes No Child Left Behind legislation in the United States as a recent and deliberate shift towards a ''performance'' model of official pedagogic discourse. The paper posits that this shift carries the capacity to fundamentally alter teachers' professional practices and identities. It examines particularly…
Descriptors: Federal Legislation, Educational Policy, Discourse Analysis, Preservice Teachers
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