Preservice teachers learning to teach and developing teacher identity in a teacher residency

Chu, Yiting

doi:10.1080/10476210.2020.1724934

Cited by 29 publications

(26 citation statements)

References 35 publications

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“…They also match the findings of Chu (2021) and Hopper and Sanford (2004) that the space must be authentic for the TCs' development. The participants were given a unique place to further their learning about teaching and used that space to explore who they are becoming as a professional.…”

Section: Discussionsupporting

confidence: 85%

“…Richardson and Watt (2018) suggest that identity has both ascribed (e.g., sex, race, cultural group) and achieved (e.g., arising from agency, efforts, persistence) parts. Chu (2021) states that identity is both about how teachers see themselves and how others see them. Hong et al (2017) posit that identity is neither just psychologically (self) nor just socially (culturally) constructed, neither just fixed nor just static, but meets the demands of the multiple roles to be filled.…”

Section: Professional Identity Definedmentioning

confidence: 99%

“…As stated above, TEPs tend to use the university classroom and various practicum settings to guide students in their path to professionalism. But other spaces, such as paraprofessional work, volunteer summer programs and materials development can provide opportunities for teacher candidates to develop their sense of self (Chu, 2021). Since these 'other spaces' can provide different opportunities and demand different types of thinking, identity development can and should be explored to discover how these affordances in both social and physical environments further identity development (Ruohotie-Lyhty, 2018).…”

Section: Identity Developmentmentioning

confidence: 99%

“…Despite the ambiguous definitions of teacher identity, research in teacher education and PI has provided a reasonably sound foundation to warrant continued investigations in the area (Chu, 2021;Gee, 1990;Kavrayici, 2020;Olson, 2011). For the purposes of this study, I will be using Akkerman and Meijer's (2011) concept of identity, where the participant is seeking to answer the questions, "Who am I?"…”

Section: Identity Developmentmentioning

confidence: 99%

“…Much of the literature about teacher identity development has tended toward the general process of teacher development (Akkerman & Meijer, 2011;Chu, 2021;Schutz et al, 2019). Scholars have begun to address content specific identity development, but few studies have been conducted in English as a second language (ESL) teacher education (Schutz et al, 2018).…”

Section: Current Studymentioning

confidence: 99%

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Developing Teacher Identity while Creating Culturally Authentic Materials

Byrd

2022

JISTE

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Teacher candidates enter teacher education programs as part of the process of becoming professional educators. As they progress through these programs, their thinking and beliefs about teaching and being a teacher are supported or challenged and their professional identity is developed. Traditionally, these programs provide course work and practica aimed towards learning theory and practical knowledge, but these and other opportunities can influence teacher candidates’ subsequent identity development as well. This study looked at the professional identity development of three teacher education students, who created culturally authentic stories and educational materials for students in Thailand. Using grounded theory, various data sources were triangulated to discover if the teacher education students developed their professional identity in an ‘other space.’ Results showed that ample opportunities were provided to express, examine, and adjust how the teacher candidates see themselves as emerging professionals in the classroom.

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Section: Discussionsupporting

confidence: 85%

Section: Professional Identity Definedmentioning

confidence: 99%

Section: Identity Developmentmentioning

confidence: 99%

Section: Identity Developmentmentioning

confidence: 99%

Section: Current Studymentioning

confidence: 99%

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Developing Teacher Identity while Creating Culturally Authentic Materials

Byrd

2022

JISTE

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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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Learning to Teach: A Discursive Construction of Pre-service EFL Teachers’ Identities

2022

Educational Linguistics

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Preservice teachers learning to teach and developing teacher identity in a teacher residency

Cited by 29 publications

References 35 publications

Developing Teacher Identity while Creating Culturally Authentic Materials

Developing Teacher Identity while Creating Culturally Authentic Materials

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

Learning to Teach: A Discursive Construction of Pre-service EFL Teachers’ Identities

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