Identity development: what I notice about myself as a teacher

Gallchóir, Ciarán Ó; O’Flaherty, Joanne; Hinchion, Carmel

doi:10.1080/02619768.2017.1416087

Cited by 29 publications

(11 citation statements)

References 57 publications

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“…This means that both parties learn from each other about the fundamental question, 'Who am I as a teacher?' (Gallchóir, O'Flaherty, and Hinchion 2018;Timoštšuk and Ugaste 2010). Our findings confirm identity construction as a strongly social process (Harlow and Cobb 2014;Izadinia 2015).…”

Section: Discussionsupporting

confidence: 83%

Teachers as learners – a qualitative exploration of pre-service and in-service teachers’ continuous learning community OpenDigi

Näykki

Kontturi

Seppänen

et al. 2021

Journal of Education for Teaching

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This study explores pre-service and in-service teachers' experiences in working as a learning community. Pre-service teachers (N = 60) and teacher educators (N = 9) from a Finnish university and inservice teachers (N = 27) from four local comprehensive schools worked together over six months. The teachers-as-learners continuous learning model was created and implemented in practice. The participants' written reflections were collected to explore what they learned, what challenges they experienced and how they would further develop the model. The results showed that the pre-service and the in-service teachers reflected on their work somewhat differently. The former experienced learning group working, selfregulation, and pedagogic and didactic skills. The latter learned group working skills and new teaching methods. Both groups of teachers experienced challenges, one of which was named role confusion. The pre-service teachers experienced role confusion in terms of guided versus independent work. The in-service teachers' role confusion led them to wonder whether they should provide the pre-service teachers with expert support or participate as equal group members. Both pre-service and in-service teachers reflected that the model would require active involvement of all teachers and teacher educators involved. The results provide implications for pre-service and in-service teacher education.

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Section: Discussionsupporting

confidence: 83%

Teachers as learners – a qualitative exploration of pre-service and in-service teachers’ continuous learning community OpenDigi

Näykki

Kontturi

Seppänen

et al. 2021

Journal of Education for Teaching

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“…The results of these works largely overlap, finding substantial differences between the first years of education studies, in which the early preconceptions are firmly upheld, and the last years of university, particularly after taking practice-related subjects, which is without a doubt a difference-making factor in the transition towards a clearly professional identity (Leijen et al, 2018; Ó Gallchóir et al, 2018).…”

Section: Construction Of Identity In Common Itinerariesmentioning

confidence: 99%

Education and dialogical self: state of art (Educación y yo dialógico: estado de la cuestión)

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Hermans²

2023

Journal for the Study of Education and Development: Infancia y

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The introduction of the Dialogical Self Theory in the field of education has not received the recognition it deserves. In this article we intend to prove the importance of research in DST, reviewing its main contributions to the psychology of education for the past decade. To this end, we have organized it into three thematic areas: dialogical teaching and learning processes, professional identity in different educational levels, and studies pertaining to inclusive education and, particularly, intercultural education. We conclude with a section dedicated to future lines of research, in line with the most recent international reports on twenty-firstcentury education. After this review, we can state that DST constitutes a revolutionary epistemological approach, which permeabilizes the boundaries between the inter-and the intrapsychological, taking the mental and public planes as two parallel societies in constant dialogue, and and giving back to psychology its central function in the study of mental dynamics, that 'black box' which socio-constructivist trends had partially omitted.

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“…The research done by Cobb et al (2018) revealed that using agentic means such as "situated knowledge", "codes of practice" and "a system of relations" with practicing teachers in teaching practicums aided pre-service teachers in establishing their legality as a teacher. In addition, the role played by FE in the development of pre-service teacher identity was examined in the research undertaken by Gallchóir et al (2017). The findings showed the non-congruence in pre-service teachers' conceptions about what it was to be a teacher prior to completing FE and the alterations that occurred in them because of what they lived in FEs.…”

Section: The Impact Of Fe On the Development Of Pre-service Teacher I...mentioning

confidence: 99%

Saha Tecrübesinde Ortaya Çıkmakta Olan İngilizce Öğretmen Adayı Kimliği ve Kapasitesinin Gelişimi

Koşar

2022

Batı Anadolu Eğitim Bilimleri Dergisi

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Teacher identity and capacity are constantly evolving constructs in the formation and development of which field experience (FE) in initial teacher preparation programs performs a pivotal role. The review of related literature unveils that more research is needed to scrutinize the place of FE in the development of pre-service English teachers’ (PSETs) identity and capacity as teachers. For this reason, this qualitative case study is conducted in an attempt to explore the place of the context in which pre-service English teachers (N = 10) had their FE in the development of their teacher identity and capacity. Additionally, it investigates if any changes in the beliefs they had held about how English should be taught occurred after having completed their FE. The data was obtained from in-depth interviews, reflective journals, and metaphors created by the participants for the teaching profession. The findings revealed that the FE exerted impact on the development of the PSETs’ emerging teacher identity and capacity, and changes took place in their views about how English should be taught after having completed the FE. The implications of the findings for initial English language teacher education are discussed.

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Identity development: what I notice about myself as a teacher

Cited by 29 publications

References 57 publications

Teachers as learners – a qualitative exploration of pre-service and in-service teachers’ continuous learning community OpenDigi

Teachers as learners – a qualitative exploration of pre-service and in-service teachers’ continuous learning community OpenDigi

Education and dialogical self: state of art (Educación y yo dialógico: estado de la cuestión)

Saha Tecrübesinde Ortaya Çıkmakta Olan İngilizce Öğretmen Adayı Kimliği ve Kapasitesinin Gelişimi

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