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what is teacher identity and why is it important
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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
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.
Sisson, Jamie Huff. "Making sense of competing constructs of teacher as professional." Journal of Research in Childhood Education 23.3 (2009): 351+. Academic OneFile. Web. 16 Nov. 2011.
As a human being, everyone has rights which protect and support them for their identity. Each person has his own identity, each institution has its own identity, each community has its own identity, and each race has its own identity. So everywhere we live in our society has identity. Identity is a privilege and everyone needs it. In educational field, two forms of educational systems emerged out through Paulo Freire’s essay “The Banking Concept of Education” in which he explores the role that schools and educational system play in the production of national identity. The purpose of this article is to address the problems of education system which face in community. In this article, he presents the analysis of the teacher-student relationship.
For generations teachers have been developing our future through harmony, wisdom, and intellectual adventure. A teachers' role in society is to help our youth grow and further their understandings in the principles of life. The expository essay The Role of the Teacher by Irving Layton provides a different perspective on education in the 21st century. Similar to Layton, I firmly believe that education is for the expansion of the young mind and nothing should restrict a student's ability to do so. Layton touches on a view where teachers need to be passionate about their jobs, however, teachers are not always responsible for every action the school makes, but the responsibility may lie in the hands of the school board. Layton also displays his concern for the decreasing rate of young readers and the use of humanities and how that will affect society. Personally I have been influenced by teachers in my own family. There have also been other teachers who have influenced me like I have also had other educators such as in my math course where the diversity in the techniques and skills used affected my overall experience.
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.
It is not enough just to be competent in one aspect of teachers’ development, it is clear to see that each interlink and must exist together. If only two aspects exist the teacher is not going to become a well-rounded professional. For example, a person who has all the knowledge and understanding of the subject matter but does not have the skills and abilities in order to deliver the subject would not be able to teach effectively. This would be the same if the person had great skills and abilities but no professional values or commitment to the teaching profession. Applying knowledge and understanding through the use of professional skills and abilities, whilst in this process considering your own personal values and commitment to teaching is fundamental to lifelong learning and development.
The main point of education is a capacity of the teacher in the classroom. Teacher education and characteristic can be involved in that capacity. Darling – Hammond (2000) reports that measures of teacher preparation and certification are by far the strongest correlates of students’ achievement in learning. Teacher education provides the professional knowledge base to facilitate the development of an understanding of how students learn, and what and how they need to be taught (Berliner, 2001).
Smagorinsky, P. (2010). The Culture of Learning to Teach: The Self-Perpetuating Cycle of Conservative Schooling. Teacher Education Quarterly, 37(2), 19-31. Retrieved July 29, 2011 from OmniFile Full Text Select database
...eptions of teachers (Akerlind, 2007; Buskist, 2002; Erdle, Murray, & Rushton, 1985; Lowman, 1984, 1996; Murray, Rushton, & Paunonen, 1990). The teacher’s capability to create rapport is revealed in students’ sense of classroom community (i.e., the more positive and interactive the student-teacher relationship, the higher the students’ success). In order to build and keep that student-centered quality that is so important to students’ success, teachers would appear to have an open posture towards their own teaching. But what shapes teachers’ attitudes and objectives for their own teaching?
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
Nowadays education system has applied a widespread curricula, it does not focus in the real context, and students’ necessities consequently, we have students that only follow paths without own thinking or active and creative knowledge. Thus, I believe that the best and real learning opportunity is when teachers create a wide difference in academic learning such as the quality of education, centered on the student’s identity thus, the present work focuses on the student’s identity makes a difference in academic learning because there is a strong connection between identity and academic learning.
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 recent years, the cliché image of a teacher has come under attach. Research has shown that teachers often work in an isolated setting in which they are considered experts in their specific area; however they often lack the support and equipment needed to do their jobs effectively. As a result, to the inadequate working environment new teachers often leave the profession within the first five years. These conditions often exist because the educational system fails to prepare our teachers with the proper tools and experience needed to do their job well (U.S. Department of Education, 2010).