06/01/2018 · Teacher professional identity is ..
This outcome is in line with the findings of Ghafar Samar, et al., (2011) who reported that teaching efficacy and institutional identity of EFL teachers are significantly related.
teachers' individual professional identity orientation ..
The study suggests that teacher educators’ professional identity may be particularly characterised by the comprehensiveness of its specialist expertise, by a strong sense of ethical commitment and other-centredness, by a conception of teacher education as the embodied enactment of its own knowledge-base and expertise, and, ultimately, by an abiding ambivalence about teacher educators’ and teacher education’s place in the world - the professional discomfort that characterises working across ‘the spaces in between’.
The policy/practice disjunction in South African educational policy shows how misconceptions on the policy level inevitably leads to conflict on the practice level, and several areas of concern need attention in order for the scales to be balanced.An essential focal point in this thesis, is how the black teachers of South Africa can be empowered to redefine their identities in accordance with new demands.
Topic: Teacher Professional Identity Thesis – 390090
As such, this research has value in elucidating how teachers perceive their professional identity and its implications for the facilitation of inter-professionalism.
1122 Identity Theory, Teacher Education, and ..
While the study set out to explore the ways in which educators’ experiences of professional learning (trans)form their senses of professional identity, it found that it is not just professional learning, but epiphanic life experiences, which shape professional selves and practices. School context, and the alignment of the individual with the collective, emerged as key factors for individual and school change. Transformation of educators’ identities and practices was evident in environments which were supportive, challenging, and growth focused, rather than evaluation driven. Identity formation, individual professional growth, and collective school change were revealed to be unpredictable, fluid processes in which small, unexpected moments can have far-reaching effects. The findings have implications for the theorisation of identities, and the research and implementation of professional learning and school change.
Reconsidering Research on Teachers’ Professional Identity
Abstract: This presentation reports on a qualitative study, completed in 2011 as a Doctoral Thesis. The study, titled examined the ways in which three early childhood teachers in Victoria, construct their professional identities; and the role identity plays in shaping pedagogical and curriculum practices. Through the use of a narrative approach, embedded within case study design, the study traces the influential discourses that have contributed to the accepted practices in early childhood pedagogy and curriculum design, and how these discourses have influenced the construction of each participant's professional identity. The presentation explains the process of developing narrative portraits for each of the participants, framed within the 'master' narratives of early childhood. These master narratives, drawn from the history of early childhood are named as; Image of the Child, Theories of Early Childhood, Pedagogy and Curriculum. The narrative portraits illuminate the ways in which each participant has been influenced by the master narratives. The process of framing the master narratives provides 'signposts' that can be linked or not, to each participant's narrative portrait. Framing the master narratives also serves to create an understanding of the early childhood field from a range of perspectives. The presentation also outlines the use of Bakhtin's notion of the struggle between two categories of discourse, (authoritative discourse and internally persuasive discourse) to achieve 'ideological consciousness'. Bakhtin's notion of 'ideological consciousness' provides the analytical frame for disentangling the master narratives from the teacher's narrative portraits. This process reveals the 'gap' between the two categories of discourse (Bakhtin, 1981), thereby creating a new narrative space that illuminates each participant's professional identity. The presentation contributes to the discourses of pedagogy and curriculum in early childhood/early years education, and acknowledges the importance of professional identity in the construction of pedagogy and curriculum and future policy directions in early childhood education.