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Article
Publication date: 13 March 2017

Fredrik Hanell

The purpose of this paper is to extend the knowledge of how identity is connected to information sharing activities in social media during pre-school teacher training.

Abstract

Purpose

The purpose of this paper is to extend the knowledge of how identity is connected to information sharing activities in social media during pre-school teacher training.

Design/methodology/approach

An ethnographic study is performed where 249 students at a Swedish pre-school teacher-training programme are followed through participant observations from November 2013 to January 2014, and from September 2014 to January 2015. The material produced includes 230 conversations from a Facebook Group used by 210 students and several teachers, field notes and transcribed interviews with nine students. Comparative analysis is used to analyse the Facebook conversations to identify ways of positioning identity and engaging in information sharing activities. Interviews with students are analysed to contextualise and validate the findings from the online interactions.

Findings

Three identity positions are identified: discussion-oriented learner, goal-oriented learner and customer-oriented learner. The way a student commits to others, to ideas and to a career choice affects their identity positions and information sharing activities. Results suggest that information sharing with social media should be understood as a powerful device for identity development in pre-school teacher training.

Research limitations/implications

This study is designed to provide detailed accounts with high validity on the expense of a high degree of representativeness.

Originality/value

No previous library and information science-studies have been presented that explore the relationship between the identity of learners and the information sharing activities in which they engage, in the context of social media or in relation to teacher training.

Details

Journal of Documentation, vol. 73 no. 2
Type: Research Article
ISSN: 0022-0418

Keywords

Article
Publication date: 21 April 2020

Shea Kerkhoff, Molly Broere and David Premont

Previous research shows that identity and academic learning are interdependent, so affecting one can affect the other. The purpose of this case study was to explore preservice…

Abstract

Purpose

Previous research shows that identity and academic learning are interdependent, so affecting one can affect the other. The purpose of this case study was to explore preservice English teachers’ reading identities and their perceptions of reading identity development in the context of English classrooms.

Design/methodology/approach

This study used qualitative collective case design. Data sources included analogy exercise about participants’ reading identities, participant-generated observations of reading identity instruction, questionnaire on reading identity, class discussions about reading identity and final written reflection.

Findings

Data showed examples of participants’ reading identities as taking a variety of forms, but when discussing what shaped their reading identities, the strongest codes related to positive interactions with people and texts. The data showed that participants related positive reading identities to both reading to learn and reading for pleasure. More participants’ perceived their professional identity as that of a literature teacher than a reading teacher.

Research limitations/implications

Future research is needed on how to support preservice teachers’ positive reading identities in English education courses.

Practical implications

Our data suggest that learning about reading identity may help preservice English teachers think of reading as something that is developing in themselves as well as their students over a lifetime. By providing space in English methods programs to attend to preservice teachers’ reading lives, we can help them rekindle or find their love of reading.

Originality/value

This research is needed because helping preservice teachers construct and enact positive reading identities in turn aids guidance of their future students’ reading identities, and having a positive reading identity is in turn linked to positive student outcomes.

Details

English Teaching: Practice & Critique, vol. 19 no. 2
Type: Research Article
ISSN: 1175-8708

Keywords

Article
Publication date: 26 April 2022

Heidi Lyn Hadley

This paper aims to examine how evangelical teachers’ religious identities influence their interpretation and teaching of texts in high school English Language Arts classrooms…

Abstract

Purpose

This paper aims to examine how evangelical teachers’ religious identities influence their interpretation and teaching of texts in high school English Language Arts classrooms. Further, this paper examines how evangelical teachers make choices about how to balance the demands of their religious and teacher identities as they interact with texts in their own classrooms.

Design/methodology/approach

Using Derridean deconstruction of the concept of ethical decision-making, the author uses critical discourse analysis to examine a conversation between two evangelical teachers as they talk about the tensions they feel as they teach The Crucible with their high school–aged students.

Findings

The findings show evangelical teachers’ religious and teaching identities were in tension across three themes: literary analytic frameworks, authorial intent and eternal truths and evangelism and fellowship.

Originality/value

By highlighting how evangelical teachers’ religious and teaching identities influence their classroom decisions, teaching practices and textual interpretations, this study offers another pathway through which teacher educators and researchers might examine the connection between teachers’ religious and teaching identities with the intent to invite more complexity into literary analysis.

Details

English Teaching: Practice & Critique, vol. 21 no. 3
Type: Research Article
ISSN: 1175-8708

Keywords

Article
Publication date: 15 December 2020

Tuula Nygård, Noora Hirvonen, Sari Räisänen and Riitta-Liisa Korkeamäki

This article describes how Finnish health education teachers verbalise and construct their teacher identity based on their lifestyle, subject area and relationships with their…

Abstract

Purpose

This article describes how Finnish health education teachers verbalise and construct their teacher identity based on their lifestyle, subject area and relationships with their students.

Design/methodology/approach

Narrative interviews were conducted amongst eight secondary and upper secondary school teachers. The nexus analysis was used to analyse teachers' methods of teaching students information-seeking, evaluation and critical thinking skills.

Findings

The teachers' historical bodies – their skills, interests, information-seeking habits and familiar sources – impacted the chosen teaching methods. The results indicate that teacher identity is constructed along different paths and is constantly performed and transformed in the classroom through interactions with students.

Originality/value

The study illustrates the reconstruction of teacher identity through interaction in interviews. Teachers act as role models, information gatekeepers and trustees who guide students to choose credible health information sources.

Details

Health Education, vol. 121 no. 1
Type: Research Article
ISSN: 0965-4283

Keywords

Book part
Publication date: 2 August 2018

Vy Dao, Scott Farver and Davena Jackson

With the increasingly cultural and linguistic diversity in education, teaching multicultural education for pre-service teachers becomes an important part of teacher education. In…

Abstract

With the increasingly cultural and linguistic diversity in education, teaching multicultural education for pre-service teachers becomes an important part of teacher education. In this collaborative self-study study, we examine how we construct our identities and how social interactions of multicultural education classrooms shape our identities. Our study draws on Lave and Wenger’s (1991) “identity as learners” concept, Akkerman and Bakker’s (2011) “boundary crossing learning” theory, Harré & Lagenhove’s (1999) positioning theory, and positionality concept. We found three themes that describe our identities and they reflect our embodiment of our positionality, our positions, our challenge confrontation, and our teaching improvement. We argue for the need of tracing the professional trajectories of multicultural education novice teacher educators and the important roles that our positionality plays in our identity formation. Our study has implications for professional support for multicultural education novice teacher educators and offers suggestions for further self-study research about multicultural education novice teacher educator identity formation.

Book part
Publication date: 7 March 2013

Shawn Michael Bullock

The field experience placement is an integral part of teacher education programmes. It is ostensibly meant to provide a place for teacher candidates to enact pedagogical theory…

Abstract

The field experience placement is an integral part of teacher education programmes. It is ostensibly meant to provide a place for teacher candidates to enact pedagogical theory gained during coursework under the supervision of an experienced host teacher. In reality, the field placement is a source of considerable tension for teacher candidates, as they struggle to reconcile their prior assumptions about teaching and learning and their prior identities as students with the demands of school culture that requires teachers and students to act in particular ways. The field experience is emotional work that has a considerable impact on the development of new teachersidentities. In this chapter I will focus on how two new teachers learn during the field experience placement, with a particular emphasis on the roles of emotion and the development of professional identity in learning to teach. Cultural–historical activity theory (CHAT) will provide a useful lens to interpret some of the challenges of learning to teach during the field placement.

Details

Emotion and School: Understanding how the Hidden Curriculum Influences Relationships, Leadership, Teaching, and Learning
Type: Book
ISBN: 978-1-78190-651-4

Keywords

Book part
Publication date: 17 December 2015

Abstract

Details

Knowing, Becoming, Doing as Teacher Educators: Identity, Intimate Scholarship, Inquiry
Type: Book
ISBN: 978-1-78441-140-4

Article
Publication date: 27 July 2021

Youmen Chaaban, Abdellatif Sellami, Rania Sawalhi and Marwa Elkhouly

This study explored the perceptions of Arab professionals toward pracademia and the ways they position themselves as professionals in this field.

Abstract

Purpose

This study explored the perceptions of Arab professionals toward pracademia and the ways they position themselves as professionals in this field.

Design/methodology/approach

Narrative data were elicited through semi-structured interviews with a total of eighteen pracademics identified for their work in teacher education. Participants included ten professional development (PD) specialists, three university supervisors and five specialists working at the Ministry of Education in Qatar.

Findings

Narrative analysis of the interviews revealed variations in their identity renegotiations, with one group experiencing an emerging pracademic identity and the other group “holding on” to their previous practitioner identities. The narratives further provided insight into Arab pracademics relating to three themes: (1) definitions and roles, (2) knowledge and skills and (3) relationships with others, all of which pertain to pracademic identity construction.

Originality/value

The study contributes to understanding the identity renegotiation of pracademics working in multiple contexts in an Arab setting. Several recommendations are offered to support pracademics' identity renegotiation as a social activity.

Details

Journal of Professional Capital and Community, vol. 7 no. 1
Type: Research Article
ISSN: 2056-9548

Keywords

Article
Publication date: 6 June 2016

Mahsa Izadinia

The purpose of this paper is to examine changes in eight preservice teachers’ professional identity and the factors contributing to such changes during a four-week block…

1706

Abstract

Purpose

The purpose of this paper is to examine changes in eight preservice teachers’ professional identity and the factors contributing to such changes during a four-week block practicum.

Design/methodology/approach

A qualitative case study design was used and the data were gathered through semi-structured interviews with preservice teachers and their mentors, reflective journals and observation checklists. Thematic analysis was used to interpret the data.

Findings

The findings showed high levels of confidence and development of teacher voice by the end of their four-week block practicum. The findings also suggested that positive mentoring relationships contributed to changes in the preservice teachersteacher identity.

Research limitations/implications

Despite focussing on a relatively small number of preservice secondary teachers during the first four-week practicum of a single teacher education program at a Western Australian University, this research highlights the need to maintain constructive mentoring relationships with preservice teachers to provide positive influences on their professional identity. In order to facilitate this, preservice teacher education programs should provide thorough training for mentor teachers.

Originality/value

This work highlighted the crucial role of mentor teachers in creating positive impacts on preservice teachers’ professional identity, such as development of their confidence and teacher voice. This paper provides useful insights for researchers, mentor teachers, and preservice teacher education policy developers.

Details

International Journal of Mentoring and Coaching in Education, vol. 5 no. 2
Type: Research Article
ISSN: 2046-6854

Keywords

Book part
Publication date: 8 December 2023

Andrea Flanagan-Bórquez and Kiyomi Sánchez-Suzuki Colegrove

In this chapter, we analyze and reflect on how our cultural identities and educational experiences as international students who pursued a doctoral degree in the United States…

Abstract

In this chapter, we analyze and reflect on how our cultural identities and educational experiences as international students who pursued a doctoral degree in the United States affected and influenced our teaching philosophy and praxis as professors and educators. In this sense, we examine how our cultural identities and experiences help us define and shape our teaching praxis in the contexts in which we teach. We both are professors of color – Latino and Latino-Japanese – who graduated from doctoral programs in the United States. Currently, we work and serve culturally and linguistically diverse students, including first-generation students, in public higher education settings in Chile and the United States. We used a collection of narratives to delve into the significance of these events in our praxis. As theoretical lenses, we analyze these narratives using cultural identity and the reflecting teacher to examine our practices and identities as educators. We both conclude that our reflections, experiences, and cultural identities have been instrumental in the process of developing a professional identity that guides our teaching praxis in ways that are critical and social justice oriented.

Details

Smudging Composition Lines of Identity and Teacher Knowledge
Type: Book
ISBN: 978-1-83753-742-6

Keywords

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