Profiling teachers’ sense of professional identity

Canrinus, Esther; Helms-Lorenz, Michelle; Beijaard, Douwe; Buitink, Jaap; Hofman, Adriaan

doi:10.1080/03055698.2010.539857

Cited by 132 publications

(136 citation statements)

References 35 publications

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“…'(…)teacher change is also affected by individual and school factors' (Smith and Gillepsie 2007, p. 225). Individual aspects are teacher motivation (Day 2002, Kirkpatrick and Kirkpatrick 2006, Smith and Gillepsie 2007, Canrinus et al 2011, teacher concerns (George et al 2006, Smith and Gillepsie 2007, Hall and Hord, 2011 and teacher self-efficacy (Bandura 1997, Day 2002, Smith and Gillepsie 2007, Schwarzer and Hallum 2008, Canrinus et al 2011, Thurlings et al 2014. Following the attitude definition presented by Ajzen and Fishbein (2000), as the 'evaluation of an object, concept, or behaviour along a dimension of favor or disfavor, good or bad, like or dislike' (Ajzen and Fishbein 2000, p. 3), and the fact that modern theories of motivation are more focused on the relation of attitudes, beliefs, values, and goals with action (Eccles and Wigfield 2002) the constructs of motivation, concerns and self-efficacy emerge regularly.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Exploring what works in professional development: an assessment of a prototype intervention and its accompanying design principles

Zeggelaar¹,

Vermeulen

Jochems

2017

Professional Development in Education

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The growing complexity and numerous changes in Dutch vocational education and training (VET) pressureteachers to continually develop their teaching profession. Therefore professional development (PD) is needed, but policy-initiated and imposed PD might be ineffective. Thus the purpose of this research is to evaluate which design requirements (DR) in a mandatory PD programme delivered in a VET institute appear to show the most effectiveness. Based on a review study aimed at detecting effectiveness enhancing DR an assessor PD programme was redesigned and implemented. This programme was evaluated with respect to effectiveness on five different levels of impact considering participants' attitudes, their reactions, what they had learned or what behaviour they developed, and organizational support. Each level of impact was evaluated using existing and self-constructed instruments including questionnaires, surveys, interviews and observations. Thirty-nine teachers took part in this redesigned PD programme. Several DR appeared to show measurable levels of effectiveness: tolerance for complex contexts, contribution to a professional identity and team based and collective participation.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Exploring what works in professional development: an assessment of a prototype intervention and its accompanying design principles

Zeggelaar¹,

Vermeulen

Jochems

2017

Professional Development in Education

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“…Parallèlement, l'apprenant peut être autonome dans la construction de son savoir ou bien dépendant de l'enseignant pour l'acquisition de compétences formellement définies. L'identité culturelle, tant de l'enseignant que des apprenants est dépendante du contexte (Canrinus, Helms-Lorenz, Beijaard, Buitink & Hofman, 2011 ;Houssaye, 2014 …”

Section: Valoriser L'identite Culturelle Comme Vecteur D'un Enseignemunclassified

Valuing Cultural Identity for Successful Teaching and Learning: Applying Culturometric Committed Communication Humanist Principles in Educational Contexts

Boufoy-Bastick

2017

Sustainable Multilingualism

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Résumé : La littérature scientifique regorge d'acerbes critiques sur les programmes de développement professionnel des enseignants. Nombreux sont les programmes qui n'offrent que peu de preuves manifestes de succès, ce qui de fait a incité les éducateurs à lancer internationalement un appel réclamant un changement structurel fondamental. Un catalyseur notoire promouvant ce changement est l'émergence de travaux de recherche sur le développement de l'identité professionnelle des enseignants. Dans cette perspective, cet article présentera le modèle de Communication culturométrique engagée comme cadre structurel permettant la refonte des contenus des programmes de développement professionnel existants et visant d'une part à affirmer l'identité professionnelle des enseignants et d'autre part à reconnaître et respecter l'identité culturelle des apprenants. La Communication culturométrique engagée (CCE) est une application culturométrique profondément humaniste centrée sur la reconnaissance et la valorisation de chaque individu, enseignant et apprenant, facilitant la réussite de l'acte pédagogique. En d'autres termes, la CEE est une méthode qui soutient d'une part la mission éducative des enseignants, tant dans leurs pratiques pédagogiques que dans leurs attitudes professionnelles, et d'autre part satisfait les besoins personnels des apprenants, tant cognitifs qu'affectifs. Cet article présente brièvement les principes fondamentaux de la Culturométrie puis cherche à montrer comment la CCE permet la réalisation et l'acceptation d'identités culturelles (re)négociées en contexte éducatif.Mots-clés: communication culturométrique engagée, stratégie de communication, développement professionnel, identité professionnelle, gestion de classe, pédagogie humaniste.

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“…The professional identity formation of lecturers contributes in meaningful ways to their effectiveness and their level of motivation and willingness to further develop as professionals (Canrinus, Helms-Lorenz, Beijaard, Buitink and Hofman 2011). Should accounting lecturers perceive themselves more as university lecturers rather than CA's, then how they spend their time and energy may determine their professional development priorities.…”

Section: Research Aim and Questionmentioning

confidence: 99%

Lecturers' professional identity: The chase of chartered accountants in academia

Bitzer

Jager

2016

SAJHE

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This study surveyed a number of accounting lecturers at a research-intensive South African university to determine their perceptions and preferences regarding their own professional identity.How university lecturers see and experience their own professional identity is important as such views influence the way they teach, participate in professional learning opportunities and attach value to what they do. The findings indicate that professional identity is not a stable construct, that it is related to personal choices and influenced by a number of contextual factors. The participant group of accounting lecturers indicated their professional identity as primarily being professional lecturers rather than professional chartered accountants, but background variables did not seem to play a significant role in their professional identity formation, nor was role conflict identified as being a major factor. The findings imply that if accounting lectures consider themselves as professional university lecturers rather than professional chartered accountants, excelling as academics and educators would contribute towards excellence in the teaching of accounting.

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Profiling teachers’ sense of professional identity

Cited by 132 publications

References 35 publications

Exploring what works in professional development: an assessment of a prototype intervention and its accompanying design principles

Exploring what works in professional development: an assessment of a prototype intervention and its accompanying design principles

Valuing Cultural Identity for Successful Teaching and Learning: Applying Culturometric Committed Communication Humanist Principles in Educational Contexts

Lecturers' professional identity: The chase of chartered accountants in academia

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