Forming and Transforming the Teaching Self in Different Institutional Environments: Two Teachers' Experiences

Olson, Toska; Einwohner, Rachel L.

doi:10.2307/1318943

Cited by 15 publications

(15 citation statements)

References 30 publications

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“…Our shift here to writing in the first person is similar to Olson and Einwohner's (2001) dialogue of comparing teacher role and identity development at two different schools.…”

Section: Impression Management In Collaborative Teachingmentioning

confidence: 95%

“…I could not even fathom what it would be like to have an outsider in the classroom for an entire semester. While I was eager to learn from Denise and grow in my teaching, I was also uncomfortable at It is important to note that one's comfort in role taking and making increases along with role familiarity (Olson and Einwohner 2001;Palmer 1999). At the time of our collaboration, I was still feeling my way in role making as a new untenured assistant professor, only one year into my first fulltime faculty position.…”

Section: Sharon's Perspectivementioning

confidence: 98%

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The Classroom as Stage

Preves

Stephenson

2009

Teach Sociol

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This article explores the social-psychological process of identity negotiation in collaborative teaching, using Erving Goffman's (1959) theoretical tradition of dramaturgy to analyze the classroom itself as a performance venue. A dramaturgical analysis of collaborative teaching is especially significant given this growing pedagogical trend because identity negotiation in team teaching has the potential to impact one's teaching, one's career, and students' learning. We demonstrate that despite the positive outcomes of collaborative teaching for both teachers and learners, building a successful team is a process that takes time, effective communication, risk taking, and trust. Most significantly, sustaining a clear definition of the situation in the classroom is a challenge when a teaching team is engaged in the ongoing negotiation of roles, power, and course structure—in front of students. We argue that making identity claims in a collaborative team teaching situation is both more challenging and rewarding than acting alone on the classroom stage.

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“…Our shift here to writing in the first person is similar to Olson and Einwohner's (2001) dialogue of comparing teacher role and identity development at two different schools.…”

Section: Impression Management In Collaborative Teachingmentioning

confidence: 95%

Section: Sharon's Perspectivementioning

confidence: 98%

The Classroom as Stage

Preves

Stephenson

2009

Teach Sociol

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“…Academics' perceptions of themselves as university teachers have been explored from the perspective of teacher identity (Kreber, 2010), teacher self-efficacy (Dunkin, 2002), teacher self-concept (Roche & Marsh, 2000 and the teaching self (Olson & Einwohner, 2001).…”

Section: Introductionmentioning

confidence: 99%

Visualisations as a means for exploring academics’ teacher identities

Nevgi

Löfström

2013

International Journal for Academic Development

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Academics' teacher identities is a relatively little explored area. This paper explores this through an analysis of drawings by academics. The data consist of 90 drawings. The participants are academics who have attended basic courses in university pedagogy. The drawings were content analysed. In the drawings, the academics expressed themselves as teachers through the teaching context and the actors, artefacts and activities of teaching and learning. By drawing attention to these elements, academics can be encouraged to reflect on their beliefs about teaching and teacher role.

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“…There is also a large literature on how gender influences the unfolding of the assistant professor position (Olson and Einwohner, 2001;Steinpreis, Ritzke, and Anders, 1999;Doyle and Hind, 1998;Thomas, 1996;Hammel, Mason, and Prater, 1995;Kahn, 1993;Mintz, 1992;Bird and Bird, 1987;Turner and Turner, 1986).…”

Section: Introductionmentioning

confidence: 99%

“…However, with the exception of Olson and Einwohner (2001) who focus on teaching identities, none of the above resources specifically address Sociology. Dunn and Zaremba (1997), Rheingold (1994), and Mintz (1992) cover Psychology, Kahn (1993) focuses on Economics, and Bird and Bird (1987) examine the area of Family Studies.…”

Section: Introductionmentioning

confidence: 99%

Teaching, research, and service: Expectations of assistant professors

Price

Cotten

2006

Am Soc

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In this article, we critically evaluate the expectations of assistant professors as perceived by junior and senior faculty (n=22) across seven disciplines at two universities. Our research shows that there are similarities and differences within Sociology departments, across disciplines, and across the teaching and research schools where we collected our data. In one respect, Sociology is no different than the other departments where we interviewed faculty members--ambiguity abounds in terms of expectations for junior faculty. Scholarship expectations for tenure and promotion to associate professor vary much more greatly across rank, discipline, and institution than do those for teaching or service. Based on our findings, we offer several suggestions for improving the transition to the role of Assistant Professor in Sociology. Our suggestions focus on change within graduate programs, hiring institutions, and Sociology as a discipline. While our results are consistent with prior research in many cases, we note that the generalizability of our findings is limited given the number of interviews conducted and the purposive sampling design utilized. However, we hope that our results will provide additional information that may help others as they prepare to begin their roles as assistant professors.

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Forming and Transforming the Teaching Self in Different Institutional Environments: Two Teachers' Experiences

Cited by 15 publications

References 30 publications

The Classroom as Stage

The Classroom as Stage

Visualisations as a means for exploring academics’ teacher identities

Teaching, research, and service: Expectations of assistant professors

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