9.3. Teacher identity
In alignment with the conceptualisation of identity discussed in section 9.2, this section provides an overview and focuses on the notion of teacher identity. The section will begin with a brief overview of previous studies that plays as the foundation for the emergence of teacher identity. From there, the concept of teacher identity is discussed in relation to teacher professional identity. Followed by a discussion of language teachers’ identities (TESOL/ EFL teachers) with key trends and findings.
9.3.1. Teacher identity in education
There are several reasons for the emergence of the study of identity as one of the prominent issues in education. One of the first reasons is the rapid chance in nature of education and
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Rooted from educational research, many studies have been conducted to examine various topics and areas that preceded teacher identity research. These studies include topics around teacher knowledge and beliefs, professional development, reflective practice and so on. This much effort and attention of educational research paid to the exploration of several research topics under different labels can be regarded as the precursors of teacher identity research. Hence the following sections will briefly review some of the key trends and movements preceding the establishment of teacher identity …show more content…
Under this regard, the role of school and previous educational experience are significant as they influence how student teachers learn and extract from previous courses (Calderhead and Robson, 1991). This body of literature stresses on the function of the ‘apprenticeship’ period “which leads to the development of a body of values, commitments, orientations and practices” (Calderhead and Robson, 1991: 01). Later research has developed this toward the notion of ‘personal practice knowledge’ (Connelly and Clandinin, 1999), which refers to the integration of several aspects of knowledge and the teachers’ cognitive system. Under this perspective, teachers’ knowledge is created from their pervious experience, their everyday lives and expressed in their practice. Given the concept of ‘personal practice knowledge’, new teacher education programs are designed taking teachers’ beliefs and knowledge as central in reconstructing curriculum. Teachers are seen as ‘curriculum makers’ (Connelly and Clandinin, 1999) and this trend in education research marks the development of examining teachers’ belief and cognition in later
Although the concept of identity is recurrent in our daily lives, it has interpreted in various ways.
Identity is a group of characteristics, data or information that belongs exactly to one person or a group of people and that make it possible to establish differences between them. The consciousness that people have about themselves is part of their identity as well as what makes them unique. According to psychologists, identity is a consistent definition of one’s self as a unique individual, in terms of role, attitudes, beliefs and aspirations. Identity tries to define who people are, what they are, where they go or what they want to be or to do. Identity could depend on self-knowledge, self-esteem, or the ability of individuals to achieve their goals. Through self-analysis people can define who they are and who the people around them are. The most interesting point about identity is that some people know what they want and who they are, while it takes forever for others to figure out the factors mentioned before. Many of the individuals analyzed in this essay are confused about the different possible roles or positions they can adopt, and that’s exactly the reason they look for some professional help.
In this paper I will present the numerous theories built around the process of establishing one’s identity and provide examples of how this identity shapes a students involvement and actions while in school. I will also reflect on the importance for systems that foster identity formation that is equal for both inner-city and suburban children. It is crucial to the success of America’s schools to understand that a mixture of cultures creates a mixture of identi...
In this assignment I am going to cover the aspects of my learner identity by referencing to relevant texts and ideas. A learner identity is the way in which an individual processes and makes sense of educational information and here are my thoughts on my learner identity.
Before beginning the explanation of how an identity is formed, one must understand what an identity is. So, what is identity? To answer this, one might think of what gives him individuality; what makes him unique; what makes up his personality. Identity is who one is. Identity is a factor that tells what one wants out of life and how he is set to get it. It tells what kind of a person one is by the attitude and persona he has. And it depends upon the mixture of all parts of one’s life including personal choices and cultural and societal influences, but personal choices affect the identity of one more than the others.
Many philosophers and psychologist from Jean Piaget to William James have theorized what makes a person who they are, their identity. Jean Piaget believed that the identity is formed in the sensorimotor stage and the preoperational stage. This means that a child is forming his identity as late to the age of seven (Schellenberg, 29) However, identity is strongly impacted by society such as school, church, government,and other institutions. Through our interactions with different situations our personality develops (Schellenberg 34). "In most situations there is a more diversified opportunity for the development of social identities, reflecting what the individual wants to put forth to define the self as well as what others want to accept,"(Schellenberg 35). Therefore, humans, much like animals, adapt to different situations based on who they are with. Individuals are always changi...
On Being a Teacher by Jonathan Kozol is divided into two parts. Part one is about the actual issues and the actions teachers can take. Part two covers how to organize people into a support system for teachers. Kozol advocates a more honest and successful type of teaching throughout both sections.
John Dewey’s work on the topic of educational experience was initiated in 1896 at the University of Chicago where he began the University Laboratory School, which was later to become the ‘Dewey School’. Here, over the course of the next forty years, Dewey experimented and researched his conception of education as experience. A final consolidation or summary of this work finally found its capital expression in his book ‘Experience and Education’ in 1938. The legacy of Dewey’s philosophy is far reaching, pervading so much of educational theory particularly in the West, and continues to aid us in designing innovative educational approaches and programs today. Given its pre-eminence, the intention here is to identify and reflect on some of themes presented in this book and to suggest how these ideas might inform my personal development of teacher identity.
Identity is a person’s socially and historically constructed concept. We learn and determine our own identity through the interactions of family, peers, media and also other connections that we have encounter in our life. Gender, social class, age and experience of the world are the key concepts which plays a substantial role in shaping how we are by facing obstacles in our lives. According to Mead (1934) as cited in Thulin, Miller, Secher, and Colson (2009), identity theory determines
Identity. What is identity? One will say that it is the distinct personality of an individual. Others will say that identity is the behavior of a person in response to their surrounding environment. At certain points of time, some people search for their identity in order to understand their existence in life. In regards, identity is shaped into an individual through the social trials of life that involve family and peers, the religious beliefs by the practice of certain faiths, and cultural awareness through family history and traditions. These are what shape the identity of an individual.
The section goes into detail about practices that have been designed to prepare future teachers. In chapter one, Feiman-Nemser discusses three phases of learning to teach: preservice education programs, induction, and on the job experience. She makes three arguments that serve to set the tone for the remainder of the section. First, she argues that the manner in which teachers learn to teach in a preparation program does not agree with what professionals know about learning. Principally, many preservice programs ignore basics of learning while preparing teachers for their future classroom. Secondly, the author discusses how unintended lessons may contribute more to a person’s classroom philosophy than formal courses. For example, a teacher may learn steps that are convenient or helpful, which are not based on best practices. Teachers often learn how to manage a classroom based on experience or observation, but it may not be the best way to handle the situation. The preservice program often contains an element of practicum and student teaching, which can be effective, but can also lead to bad habits based on short-sighted goals and incorrect observations and experiences. The first chapter also investigates the induction phase and identifies differences of thought and implementation that can hinder a program’s effectiveness. Finally, the author discusses the in-service
In conclusion, the formation of one’s identity has many components. Beginning at the onset of adolescence and continuing to expand, grow and form and reform as we live through the struggles or success of life. Many theorists have endeavored to clarify the development of identity formation. However, Erik Erickson offered one significant theory involving the formation of one’s identity. Expounding on Erickson theory, Marcia developed his Identity Status Model according to the existence or absence of crisis and commitments. These four statuses, diffusion, foreclosure, moratorium and achievement can combine in various ways to produce a self. One’s sense of identity is determined largely by the choices and commitments made, therefore, having a well-developed sense of self can provide an individual with insight to their strengths, weaknesses, and individual uniqueness. An individual that finds themselves
Self-identity is one of the main themes of philosophy throughout its history. In general, “self-identity” is a term that means thoughts or feelings with which you distinguish you from others, and we use the term in ordinary conversation without a solid concept of “self-identity”. However, arguing about self-identity philosophically, there arise many questions: whether there is any essence of yourself, whether you are the same person as you when you were a baby, whether memory or experience makes you, and what is “self-identity.” To solve these questions, many philosophers have been arguing the topic “self identity” for so long.
Along these two weeks we have been prompt to make a recall to our own way of learning and why we became a teacher: Was it because coincidence, due to life circumstances, maybe because family tradition, was it a conscious decision or because someone influenced us? Whatever the answer is, we have to face reality and be conscious that being a teacher does not only means to teach a lesson and asses students learning. It requires playing the different roles a teacher must perform whenever is needed and required by our learners, identify our pupils needs and preferences, respecting their integrity and individuality but influencing and motivating them to improve themselves and become independent.
In a way, ICT can be imaginatively pinched upon for professional development and academic support of the pre-service and in-service teachers (NCFTE, 2010). It also opines that Teaching is a profession and teacher education is a process of professional preparation of teachers. Teachers are concerned, in an important way, with the total development of human beings - physical, intellectual, emotional, social, moral and spiritual. While the dimensions of teaching other than the informational and cognitive may have suffered neglect in modern times due to a variety of factors, one cannot deny that they constitute an integral part of the teachers’ role and functions. The implication of this is to give due emphasis to developing reflective teachers with positive attitudes, values and perspective, along with skills for the craft of