Repositioning teacher identities: beyond binaries of Self and Other

Neilsen, Rod; Weinmann, Michiko

doi:10.1007/s13384-019-00368-6

Cited by 7 publications

(6 citation statements)

References 28 publications

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“…Lack of interaction with mentors, colleagues, and students leads to insufficient understanding of collective attitudes in contexts. The incomplete self causes confidence issues in teacher identity and limits self-identification ( Neilsen and Weinmann, 2020 ). When the CFL teachers “don’t know what to do with students” (T3) or “wanted to stand up and shout ‘get out of the door”’ (C1), it is the lacking of “reference to the community” ( Mead, 1934 , p. 142) that disables them.…”

Section: Discussionmentioning

confidence: 99%

“…It is and could be shaped and reshaped under the impact of various factors and in different contexts ( Beauchamp and Thomas, 2009 ). Global mindset and intercultural capability play an important role in shaping language teacher identity ( Neilsen and Weinmann, 2020 ). Based on Australian pre-service teacher programs to Chile, Neilsen and Weinmann demonstrated the role that teacher identity plays in responding to the diversity of multicultural classrooms; specifically, self-examination in the context of social, economic, and political similarities and differences impacts how they teach, and mutual in-depth understanding was believed to be a key for connecting the unfamiliar with the familiar.…”

Section: Literature Reviewmentioning

confidence: 99%

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Chinese Self, Australian Other: Chinese as a Foreign Language Teacher Identity Construction in Australian Contexts

Han

2021

Front. Psychol.

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Research in the field of Chinese as a foreign language (CFL) education has been increasing in the past decades. However, the number of studies on CFL teacher identity is limited. To bridge the gap, this study employed a qualitative method to explore Chinese CFL teachers’ identity formation and reformation in Australian contexts. A Chinese-Australian language program was studied to examine the challenges, struggles and developments of Chinese CFL teachers who came to Australia to pursue professional growth. Five Master’s theses and three interview participants were included to paint a picture of how Chinese CFL teachers interact internally and externally with a new environment. Guided by Mead’s theory of self and other, we found that Chinese CFL teachers’ identity formation and reformation in Australian classrooms are deeply influenced by their self-identification and their integration with others in the community. Cultural connectedness is a key for organizational attitudes in the relationship of self and other. Chinese CFL teachers were found lacking the wholeness of self in Australian contexts, which led to obstacles in teacher identity construction. Insufficient communication between self and other resulted in their positioning crisis.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Chinese Self, Australian Other: Chinese as a Foreign Language Teacher Identity Construction in Australian Contexts

Han

2021

Front. Psychol.

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“…Bright (2020), Bunnell et al (2020), Ennerberg and Economou (2021), Gozik (2012), Gu (2011), Gu (2013), Karousiou et al (2019), Kostogriz and Peeler (2007), Liu (2021), Milliken et al (2021), Neilsen and Weinmann (2020), Nguyen (2017b), Parmigiani et al (2021), Parr and Chan (2015), Prabjandee (2020), Rahmawati and Taylor (2018), Sahling and De Carvalho (2021), Sercu (2006), Soong et al (2021), Tangen et al (2017), Trent (2011b), Tran and Nguyen (2015), Wang and Du (2014), Williams‐Gualandi (2020), Yan (2020)…”

Section: Overview Of Resultsmentioning

confidence: 99%

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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“…En cuanto a la dimensión normativa y gestión de movilidad estudiantil, se reitera lo clave que es la coordinación entre unidades de apoyo y unidades académicas, agregándole la importancia del seguimiento de los casos y el acompañamiento durante la experiencia. En relación con este último aspecto, el riesgo y la vulnerabilidad son también parte de una experiencia de movilidad (Neilsen & Weinmann, 2019), por lo que tener respaldo de asistencia profesional de un experto en discapacidad que, por ejemplo, acompañe en la adaptación al país y luego a la institución educativa, aporta significativamente a la percepción positiva de la experiencia.…”

Section: Discussionunclassified

Chileans with Disabilities Studying Abroad

Valenzuela-Zambrano

Figueroa

Pérez

2022

Cal Edu

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En la actualidad, es muy baja la movilidad de chilenos con discapacidad por razones de estudios; además, se cuenta con pocos antecedentes que revelen las causas de ello. Este trabajo tiene como motivación conocer las percepciones sobre la experiencia de profesionales con discapacidad que cursaron un magíster en el extranjero con patrocinio del Estado chileno.El estudio cualitativo se llevó a cabo a través de entrevistas a tres de doce becarios pertenecientes a la primera y única cohorte del programa. La entrevista y su análisis fue con base en la selección de expertos de indicadores nacionales para una movilidad segura, basados en los de la Unión Europea.Los resultados señalan un óptimo cumplimiento por parte de las instituciones receptoras en infraestructura y la presencia de unidades de apoyo. No así en las actitudes de docentes para adecuar el proceso de enseñanza aprendizaje.En cuanto a la percepción del programa, esta es positiva solo haciendo hincapié en la revisión de realizar un proceso de postulación más amigable e inclusivo, así como también mejorar el presupuesto asignado que, en algunos casos, no se ajustaría a los requerimientos de una movilidad en condiciones de equidad.

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Repositioning teacher identities: beyond binaries of Self and Other

Cited by 7 publications

References 28 publications

Chinese Self, Australian Other: Chinese as a Foreign Language Teacher Identity Construction in Australian Contexts

Chinese Self, Australian Other: Chinese as a Foreign Language Teacher Identity Construction in Australian Contexts

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

Chileans with Disabilities Studying Abroad

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