‘<i>SUCKING RESULTS OUT OF CHILDREN’</i> REFLECTIVE LIFEWORLD CASE STUDY OF A PRIMARY SCHOOL TEACHER STRIVING FOR AUTHENTICITY

Plust, Urszula; Joseph, Stephen; Murphy, David

doi:10.1080/00071005.2021.2006600

Cited by 2 publications

(2 citation statements)

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“…In Nias's (1989) study many teachers articulated the need to be themselves, specifically that this enabled a connection between the personal and the professional. This largely corroborates with more recent research by Plust et al (2021a) which is centered around the importance of authenticity in teacher identities, however, Plust et al…”

Section: Being Yourselfsupporting

confidence: 90%

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“Because I live it.”: LGB teacher identities, as professional, personal, and political

Llewellyn

2023

Front. Educ.

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Whilst protected by equality laws, lesbian gay and bisexual (LGB) teachers have varying experiences within United Kingdom schools. Schools are predominantly heteronormative, moreover LGB has been positioned as in conflict with discourses of childhood innocence. However, recently there is more expectation of inclusion of diverse gender and sexualities. Although how this is enacted is inconsistent within and between schools. By drawing on interview data conducted in 2020, this research analyses the experiences of LGB teachers. Moreover, it brings together two bodies of literature that do not often speak to each other—research that explores teacher identity and research that centers LGB teacher identity. Findings suggest there are commonalities between these bodies of research, for instance around the importance of ‘being yourself’ and of teachers’ past experiences. However, there is special significance for LGB teachers whose identities have historically been denied in schools, because of their sexual identity. In addition, there is the expectation under neoliberalism of individuals actioning inclusion. As such, the LGB teacher may become a pedagogical resource. None of this is equally available, although marketized notions of diversity place responsibility onto the individual. In their actions, the LGB teacher identity is always professional, personal and political.

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Section: Being Yourselfsupporting

confidence: 90%

“…That's so important. " This is reflective of the wider literature on teacher authenticity, where Plust et al (2021a) argue that freedom to "be herself " ( 733) is linked to pedagogical choices. In general, most teacher identity literature frames the personal through the pedagogical (for example in Olsen, 2008).…”

Section: The Self As a Pedagogical Resourcementioning

confidence: 89%

“Because I live it.”: LGB teacher identities, as professional, personal, and political

Llewellyn

2023

Front. Educ.

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Self-Assessment of Pedagogical Abilities in the Professional Training of Elementary School Teachers

Mazilov

Slepko

2022

IntegrEdu

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Introduction. The article analyzes the development of self-esteem of the pedagogical abilities of students – future primary school teachers. The relevance of the study is determined by the ambiguity of modern data on the nature of the influence of self-esteem on the professional training of teachers and the need to manage the development of the personality and activities of the future teacher in the context of the introduction of updated educational standards. The purpose of the article is to establish the psychological features of the development of self-esteem of the pedagogical abilities of students, as well as the nature of its connection with the motivation for learning and the reflection of educational and professional activities. Materials and Methods. The study sample consisted of 1st–4th year undergraduate students of the Pedagogical University studying in the field of “Primary Education” (n = 104). In order to study the psychological characteristics of self-esteem of pedagogical abilities, motivation for learning and reflection of activity, self-assessment scales and standardized questionnaires were used. Processing of the results was carried out by methods of primary descriptive statistics, methods of comparison and correlation analysis. Results. The dynamics of changes in the perceptions of students - future primary school teachers about the correspondence of their abilities to the teaching profession is analyzed. The role of self-esteem of abilities in the development of learning motivation at the university and reflection of educational and professional activities is shown. It has been established that a high self-esteem of pedagogical abilities has a negative impact on adaptation to study at a university and the adoption of new means and methods of educational and professional activities for a school graduate. The psychological mechanism for launching the development of a professional educational program is the realization of the discrepancy between the developed methods of educational activity and the requirements of the university. Discussion and Conclusion. The results of the study contribute to pedagogical psychology, the psychology of the teacher’s work and his professional training. The conclusions and generalizations presented in the article make it possible to improve not only the process of professional pedagogical education, but also the system of psychological and pedagogical support for the development of students – future primary school teachers.

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‘SUCKING RESULTS OUT OF CHILDREN’ REFLECTIVE LIFEWORLD CASE STUDY OF A PRIMARY SCHOOL TEACHER STRIVING FOR AUTHENTICITY

Cited by 2 publications

References 29 publications

“Because I live it.”: LGB teacher identities, as professional, personal, and political

“Because I live it.”: LGB teacher identities, as professional, personal, and political

Self-Assessment of Pedagogical Abilities in the Professional Training of Elementary School Teachers

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