Negotiating Professional Identities in Teacher Education: A Closer Look at the Language of One Preservice Teacher

Ticknor, Anne Swenson

doi:10.1080/1547688x.2014.965094

Cited by 23 publications

(9 citation statements)

References 17 publications

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“…While there is a level of certainty that the construction of teacher professional identity involves the interconnection of cognitive, social and emotional aspects (Yuan and Lee, 2015), less attention has been paid to the emotional aspect of becoming a teacher, especially during formalised school placement (Poulou, 2007; Yuan and Lee, 2016). Preservice teachers (PSTs) are unprepared to deal with the emotional dimension of becoming a teacher while balancing personal and professional identities during the school placement (Ticknor, 2014). It is therefore necessary to study and understand the impact of emotions on teacher professional identity construction during school placement (Timoštšuk and Ugaste, 2012; Yuan and Lee, 2016).…”

Section: Introductionmentioning

confidence: 99%

Becoming a physical education teacher during formalised school placement: A rollercoaster of emotions

Alves

MacPhail

Queirós

et al. 2018

European Physical Education Review

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Since becoming a teacher is a highly emotional path, it is fundamental to understand teachers’ emotional journeys while constructing their teacher professional identity. An ethnographic approach was employed to examine how the emotions experienced by physical education preservice teachers during formalised school placement contributed to the construction of their teacher professional identity. Data were collected throughout a ten-month school placement (i.e. an academic school year) and included researcher observations, researcher field notes, and semi-structured interviews with preservice teachers and their cooperating teacher. A thematic analysis was used in a process of constant comparison. Emotions were labelled using Zembylas’ three main categories: ideology; school culture; and power relations. A fourth category labelled physical education culture was created through an inductive thematic analysis to capture emotions deemed to align specifically to the teaching of physical education. With respect to ideology, preservice teachers alluded to positive emotions such as care for students, a sense of accomplishment and happiness. Challenging emotions included insecurity/anxiety, disappointment and anger/frustration. Related to school culture, while preservice teachers expressed a sense of belonging they also reported feeling powerless with respect to particular rules enforced by the school. Related to power relations, while preservice teachers were thankful for having a school structure guiding them they, at times, regretted the limited opportunity that such structure allowed them in cultivating agency. Becoming a physical education teacher triggered specific emotions such as practising safety within the gymnasium and a rise in confidence when recognised as a physical education teacher by other physical education teachers.

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Section: Introductionmentioning

confidence: 99%

Becoming a physical education teacher during formalised school placement: A rollercoaster of emotions

Alves

MacPhail

Queirós

et al. 2018

European Physical Education Review

View full text Add to dashboard Cite

show abstract

“…The perception of future professional identity is a very important element in prospective teacher studies. According to Ticknor (2014), the professional identity of the educator is quite temporary, awkward, contradictory, full of tension between personal and professional attitudes. And given the 21st century skills and literacy requirements, it is important for teachers to be able to use a variety of tools themselves, while revealing the features of a professional image.…”

Section: Literature Reviewmentioning

confidence: 99%

The Effect of Digital Storytelling on Teacher Education: Experiences of Pre-Service Teachers

Norkutė

Jurgilė

Пономаренко

2020

SIE

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Digital storytelling (DST) has emerged as a powerful tool in teacher education. However, in Lithuania the effect of this method on pre-service teachers’ education has been poorly investigated. The purpose of the current paper is to explore the experience of pre-service teachers in implementing DST method: from idea generation to the final product creation. The novelty of the current research is the usage of DST as a mean for development pre-service teachers’ ICT skills together with cooperation skills and creativity. The focus group interview method was implemented in order to collect the data and explore the opinions and experiences of perspective teachers. The research findings demonstrate that the usage of DST contributes to reveal student’ insights of future work, familiarizes students with future profession peculiarities, enhances their ability to cooperate, teamwork skills, and facilitates their ICT skills. The results highlight the importance of DST usage in developing perspective teacher’s creative personality and capability to interact.

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“…As noted in the previous paragraph, studies designed with relationship building in mind translated to findings related to the principles of the RCT. Research findings included relationships as central to identity construction and professional confidence (Ticknor and Cavendish, 2015), negotiated meanings and understandings about issues in literacy education (Ticknor, 2014), bolstered agency to enact instructional techniques in field experience classrooms (Ticknor, 2015), and sense of community support and mentoring (Ticknor and Schwartz, 2017).…”

Section: Affordances Of the Rct In Teacher Education Researchmentioning

confidence: 99%

Using relational cultural theory in education research design

Ticknor

Averett

2017

QRJ

Self Cite

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Purpose The purpose of this paper is to provide an emic view of how one researcher negotiated complex relationships in teacher education research and learned to employ the principles of the relational cultural theory (RCT) to create a research design aimed at building and sustaining relationships with participants. Design/methodology/approach The authors offer illustrative qualitative data examples from teacher education research to highlight complexities in research relationships, essential elements of the RCT, and the affordances RCT can offer qualitative researchers invested in similar work. Findings By engaging pre-service teachers and ourselves as mutually engaged in this process, the authors put into practice a sense of community and relationship building the authors hope pre-service teachers will practice with their future students. Research limitations/implications This paper provides a qualitative research design employing tenets of the RCT which centers relationships as critical to the research process. The authors offer affordances and limitations to using the RCT in research. Practical implications Several affordances are offered to researchers interested in engaging in similar work. Originality/value This paper offers an original perspective of how one researcher in teacher education negotiated complex relationships and learned to employ the principles of the RCT within these to build a research design aimed at widening research and practice in teacher education through productive and lasting relationships.

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Negotiating Professional Identities in Teacher Education: A Closer Look at the Language of One Preservice Teacher

Cited by 23 publications

References 17 publications

Becoming a physical education teacher during formalised school placement: A rollercoaster of emotions

Becoming a physical education teacher during formalised school placement: A rollercoaster of emotions

The Effect of Digital Storytelling on Teacher Education: Experiences of Pre-Service Teachers

Using relational cultural theory in education research design

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