Teacher professional identity is defined as the beliefs, values, and commitments an individual holds toward being a teacher as distinct from another professional and being a particular type of teacher e.
While all three types of factors were important to the focal group of teachers, individual teachers were oriented toward a particular set of factors over others in the construction of their professional identities.
The study utilizes a theoretical framework grounded in notions of agency, power and discourse as critical elements in the social construction of identity to examine how the focal teachers construct and enact a teacher professional identity in their early careers.
Group meetings were structured to promote such a stance toward professional identity. Implications of the study include: The orientation of teachers had consequences for their classroom practice as well as their sense of what it meant to be a teacher professional.
The first type was individual factors such as personal experiences as students and pre-professional teaching experiences. The teacher who emphasized individual factors, constructing his teacher professional identity around a personal image of teaching, was described as an individually-oriented teacher.
Further, although classroom-oriented and individually-oriented teachers engaged in various forms of dialogic interaction within meetings, these types of interaction did not seem characteristic of their self-descriptions of their own teacher professional identities.
Finally, the third type was connected with external discourses related to teaching and learning. The data indicated three types of factors that were important to focal teachers in establishing their early professional identities.
Teachers who approached their classroom practice and professional decision making with a clear sense of external discourses related to teaching and learning and a sense that they might affect these discourses through their professional practice were called dialogically-oriented teachers.
A second group included practice-based or classroom-related factors such as subject matter, curriculum, instructional planning, and classroom based goals.
These discourses came from theory, policy, contexts in which teachers were embedded and from collegial or expert models of practice. Qualitative data including audio-transcribed meeting data, individual interview data, and classroom observations were collected over two school years, with a follow-up interview about teacher professional identity conducted in the school year following the dissolution of the inquiry group.
The collaborative inquiry group was embedded in a parent program which advocated a dialogically-oriented approach to teacher professionalism. Teachers who emphasized classroom practice as the focal aspect of their identities were considered classroom-oriented teachers.
Dialogically-oriented teachers were the only group of teachers able to articulate both their classroom practice and the thinking which was underlying their choices as teachers.View Teacher Professional Identity Research Papers on mi-centre.com for free. They displayed a highly positive self-image of their role as an English teaching professional feeling free from focus on English-speaking countriesâ€™ cultures.
References Beijaard, D.
(). Reconsidering research on teachers' professional mi-centre.comng and Teacher Education, 20, Crystal, D. (). ii Exploring Teacher Identity: Teachers’ Transformative Experiences of Re-Constructing and Re-Connecting Personal and Professional Selves Emese Bukor.
Professional identity tensions of beginning teachers PROEFSCHRIFT ter verkrijging van de graad van doctor aan de Technische Universiteit Eindhoven, op gezag van de.
Teacher Educators’ Professional Identity Formation in a Challenging Context: Experience from Eritrea Sara Isotalo Master’s Thesis in Education Spring Term Department of Education Master’s Programme in Development and. The concept of teacher identity is a crucial factor in teacher education and retention.
Developing an identity as a teacher is not simply a natural process of professional maturation but rather “an important part of securing teachers’ commitment to their work and adherence to professional norms of practice” (Hammerness et al.,p.