Professional knowledge and identity in a contested discipline: challenges for student teachers and teacher educators

Burn, Katharine

doi:10.1080/03054980701450886

Cited by 64 publications

(42 citation statements)

References 12 publications

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“…Those teachers who found that the approach connected strongly with their current beliefs achieved a high level of implementation. This outcome supports the concepts of teacher identity and professional association where teachers align themselves with particular practices, and discourse around teaching and learning (Burridge 2010;Burn 2007;Gee 2001).…”

Section: Literature Contextmentioning

confidence: 69%

Expanding Pedagogical Horizons: A case study of teacher professional development

Burridge

Carpenter

2013

AJTE

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Section: Literature Contextmentioning

confidence: 69%

Expanding Pedagogical Horizons: A case study of teacher professional development

Burridge

Carpenter

2013

AJTE

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“…building resilience in pre-service teachers (Le Cornu, 2009), making use of imagination and reflection so as to facilitate teaching practice (Walkington, 2005). Also, some of them examine negative experiences: the antagonisms between mentors and mentees (Burn, 2007;Trent et al, 2010), disassociations between the demands of placement schools and their universities (Smagorinsky et al, 2004) suggesting discontinuity, as well as apparently negative experiences culminating in positive effects: international teaching practicum (Kamarul Kabilan, 2013), significance of open and supportive school environment (Yuan & Lee, 2013), experiencing emotions (Timotsuk & Ugaste, 2010). In a like manner, studies on first year teaching produce a gamut of experiences, ranging from overall success stories (Hebert & Worthy, 2001), through focusing on particular positive factors, such as pupil success (Kyriacou & Kunc, 2006) or negative factors, such as unexpected workload (Kyriacou & Kunc, 2006) or problems with the legitimacy of access to language teaching practice (Tsui, 2007).…”

Section: Introductionmentioning

confidence: 99%

Becoming an English language teacher: Continuities and Discontinuities

Werbińska

2015

Journal of Language and Cultural Education

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The aim of the paper is to report a three-year phenomenographic study conducted on seven EFL Polish teachers with the focus on presenting how they experience different aspects of language teaching at three crucial stages: 1) the time of ELT theory studying, 2) the time of school placement, 3) the time of first-year working as professional teachers. Each stage of the study is presented from the perspective of affordances standing for the respondents' expectations (continuities) as well as constraints (discontinuities). The article concludes that discontinuities, rather than continuities, can prove invaluable in language teacher identity development.Keywords language teacher identity, phenomenography, continuities and discontinuities, Poland IntroductionBecoming a teacher seems a never-ending process which is by no means final on receiving teaching credentials. It is continuously constituted, never fully completed or coherent. It usually starts very early with a person's desire to enter the teaching profession and may last well into their retirement period. The process of formal learning to teach is only a phase which brings a person closer to the process of 'becoming' a teacher, although a very important one. It can be the time when previous expectations and imaginations of candidates for the teaching profession are given rational explanations through theoretical tuition. It is also the time when their teaching abilities are tested during school placements. This period of 'learning to teach' is formative but can be transformative through providing contexts for innumerable changes with regard to pre-service teachers' preferences, self-perceptions, choices or even job-related decisions. Learning to teach is, therefore, a process of professional identity construction rather than the acquisition of knowledge or collection of new skills.In this article I intend to take a look at the process of becoming a teacher through the concepts of 'continuities' and 'discontinuities', both acknowledged as contributors to learning. The former which stand for smooth fillers or seamless transitions from ignorance to knowledge are more popular in the common understanding of learning (English, 2013, p. xix). The latter which mean confusions, doubts, perplexities, struggles or simply anxiety before the new and unfamiliar are in line with thinking that "learning necessarily involves discontinuous moments" (ibid.). It seems that explicit targeting the selected periods of the process of becoming a teacher (the time of studies and the first working year) through the perspective of continuities and discontinuities may help in advancing our understanding of learning teaching. The current study explores the building of seven English pre-service teachers' professional identities at three crucial stages: 1) the time of university tuition, 2) the time of school placement, 3) the first year of working as professional teachers with a view to illuminating their conceptualizations of language teacher becoming experiences.

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“…Such situation advises that Initial Training means a stage able to raise the awareness of future educators towards their critical thought and to reawaken a professional identity oriented towards the sharing of ideas, experiences, new pedagogical actions and the analysis of their own practice, among others. It means an identity enabling not only new knowledge, but also the teacher's evolution from the expert educator's role to the expert trainee [2,82].…”

Section: Resultsmentioning

confidence: 99%

(Re)construction of a Teacher´s Professional Identity from his Initial Training: Autobiographical Narration

González-Calvo¹,

Barbero-González²,

Bores-Calle³

et al. 2014

TOSSJ

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This autobiographical article shows how the initial teacher´s training plays a crucial role in the reconstruction of his professional identity. Over this period, the teacher begins to analyze, observe and reflect on what he does and how he does it. This study revolves around three key issues: a) the importance of initial training in the quest for a more fully human education; b) the importance of initial training in the quest for coeducation; c) the importance of initial training for teacher educators. The conclusion is clear: a teacher´s professional identity is strongly determined by the initial stages of his formation, which enable him to build, develop and apply his pedagogical knowledge.

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Professional knowledge and identity in a contested discipline: challenges for student teachers and teacher educators

Cited by 64 publications

References 12 publications

Expanding Pedagogical Horizons: A case study of teacher professional development

Expanding Pedagogical Horizons: A case study of teacher professional development

Becoming an English language teacher: Continuities and Discontinuities

(Re)construction of a Teacher´s Professional Identity from his Initial Training: Autobiographical Narration

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