Miss, What's My Name? New teacher identity as a question of reciprocal ontological security

McNally, Jim; Blake, Allan

doi:10.1111/j.1469-5812.2010.00642.x

Cited by 12 publications

(3 citation statements)

References 24 publications

(32 reference statements)

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“…Stereotypically, teachers are believed to focus on practice rather than theory; ideology, as working theory, bridges the theory/practice dichotomy. Eclecticism refers to “blending the hunches of the experienced practitioner within different discourses, drawing on a range of theoretical and philosophical perspectives, rather than prematurely impose any single view” (McNally & Blake, 2012, p. 209). Thus, although eclecticism is not associated with any particular learning theory or ideological orientation, it does not mean that such theories or orientations do not influence instructional decision making.…”

Section: Discussionmentioning

confidence: 99%

“…These are linear, rational humanism, developmental ideology, holism, laissez-faire, meliorism, critical theory, religious orthodoxy, progressivism, vocational ideology, home-project, reconceptualism, and cognitive pluralism (Eisner, 1992, 2003; Kliebard, 1992, 2004; Miller, 2011). Such ideological choices suggest educators as eclectic in addressing the unique needs and values of students (Feldhusen, 1994; McNally & Blake, 2012). Of particular concern in this study are the needs and values of gifted and talented (GT) students.…”

Section: Curriculum Theory Ideologies and Eclecticismmentioning

confidence: 99%

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Teacher Conceptions, Curriculum Ideologies, and Adaptations to Linear Change in River School District

Allen

Hunsaker

2016

Journal for the Education of the Gifted

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Curriculum ideologies are educational theories applied in everyday pedagogical practice. In this study, to better meet the learning needs of their students, four middle school teachers used a variety of ideologies as a professional toolbox. When confronted with school district standardization, these teachers adapted; however, as predicted by earlier studies, adjustments required the loss of previously successful curriculum. As predicted by Feldhusen, these losses affected teachers of high-level students (honors and gifted and talented) the most. In this district, two such teachers opposed standardization; nevertheless, even with resistance, they lost ideological-based curriculum choices. What are teachers of high-level students to do? Any standardization program will threaten and/or change eclectic ideological praxes. With such a dichotomy, a split is revealed between teacher beliefs and practices. In this study, an honors teacher could not bear the split and decided to stop teaching rather than give up her curricular eclecticism.

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Section: Discussionmentioning

confidence: 99%

Section: Curriculum Theory Ideologies and Eclecticismmentioning

confidence: 99%

Teacher Conceptions, Curriculum Ideologies, and Adaptations to Linear Change in River School District

Allen

Hunsaker

2016

Journal for the Education of the Gifted

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“…There is a close connection between the two, perhaps especially in the teaching profession, a profession often considered as 'what you are, more than what you do' (Goodson, 2003;D. H. Hargreaves, 1980;McNally & Blake, 2012;Messina, 2012;Nieto, 2003Nieto, , 2005. In reference to the above sources, the role of a teacher is often considered something more than a profession, with additional roles as father, friend and model (Allen, 2006, p. 125).…”

Section: Theoretical Anchoringmentioning

confidence: 99%

Student-to-teacher violation and the threat to a teacher’s self

Skåland

2016

Teaching and Teacher Education

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This paper is based on a study of fourteen Norwegian K-12 teachers who have been violated by students in schools. One key theme emerged during the process of analysis: the threat to the teachers' self. This threat appears to be intensified due to lack of support. The findings in this small-scale Norwegian study indicate that student-to-teacher violation can have a serious impact on teachers' perceptions of their individual and professional self. The findings disclose that the teachers' self is affected leading to changed, weakened and disrupted experience of teachers' self-understanding. This knowledge may influence how teachers can continue working when critical incidents occur.Keywords: violence against teachers, teacher identity, school violence, loss of self, Interpretative phenomenological analysis (IPA), work-place violence.

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Understanding teacher identity in teachers' professional lives: A systematic review of the literature

Rushton,

Rawlings Smith,

Steadman

et al. 2023

Review of Education

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This article presents a systematic review of a substantial body of literature that considers the ways in which the concept of teacher identity has been used to understand and explore teachers' professional lives. The aim of the review was to go beyond the limitations of specific areas of teachers' practice to explore the broad and rich field of teachers' professional lives. Drawing on 412 articles from 2000–2021, the review demonstrates the growth in teacher identity research, particularly since 2010. Results from the review are categorised into seven thematic groups that span key areas related to teachers' professional lives: (1) Models and frameworks of professional lives; (2) Narratives of professional lives; (3) Becoming a teacher; (4) Contexts; (5) Communities; (6) Change, transition and conflict; and (7) Subject specialisms. The review reveals gaps in teacher identity research, such as: few research studies from Global South countries; a limited number of studies focusing on non‐core curriculum subjects, including arts, history, geography and physical education; fewer studies focusing on primary school and early years teacher identities; and a divide between identity scholarship and research, and policy and practice. The article concludes with a call for teacher identity research to be expanded and broadened with the aim to facilitate the progress of identity work in scholarship, policy and practice. Context and implicationsRationale for this studyIn the context of a growing body of research on teacher identity, particularly in the last decade, there remains a paucity of identity‐focused systematic reviews. Existing systematic reviews tend to focus on specific fields such as subject specialisms, teacher education and beginning teachers. However, far fewer reviews span the broader field of teachers' professional lives; this article responds to this gap in the literature.Why the new findings matterThe findings from this review are important in highlighting the most commonly explored areas in teacher identity research as it relates to teachers' professional lives. As such, the findings can inform policy and practice for teacher education and professional development at local, national and international scales. The findings also highlight gaps in the literature and the implications this may have on teacher identity scholarship.Implications for educational researchers and educatorsFirstly, educational researchers can identify key themes arising from existing teacher identity research studies. This can help them to focus on specific areas that would benefit from further research as well as providing them with a single space from which to draw on the existing corpus of research studies. Secondly, teacher identity research is important for the professional lives and practice of educators and this review provides educators with an opportunity to understand the teacher identity scholarly landscape and, in turn, apply findings from the research to their own professional practice.

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Miss, What's My Name? New teacher identity as a question of reciprocal ontological security

Cited by 12 publications

References 24 publications

Teacher Conceptions, Curriculum Ideologies, and Adaptations to Linear Change in River School District

Teacher Conceptions, Curriculum Ideologies, and Adaptations to Linear Change in River School District

Student-to-teacher violation and the threat to a teacher’s self

Understanding teacher identity in teachers' professional lives: A systematic review of the literature

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