Teachers’ perceptions of professional identity: an exploratory study from a personal knowledge perspective

Beijaard, Douwe; Verloop, Nico; Vermunt, Jan D.

doi:10.1016/s0742-051x(00)00023-8

Cited by 757 publications

(678 citation statements)

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“…What they mostly have in common, though, is the fact that professional identity is not a stable entity, but rather a continually changing, active, and ongoing process. They also share that it is not only influenced by teachers' personal characteristics, learning history, prior experiences and beliefs, among other things, but also by professional contexts, colleagues, or by teachers' knowledge, skills and educational attitudes (e.g., Beauchamp & Thomas, 2009;Beijaard et al, 2000;Beijaard et al, 2004;Cooper & Olson, 1996;Flores & Day, 2006;Hong, 2010;Olsen, 2010Olsen, , 2011Schepens et al, 2009).…”

Section: Professional Identity (Development) Of Teachersmentioning

confidence: 99%

“…Professional identity, for example, has been used as a tool to investigate teachers' location in the teaching profession (Coldron & Smith, 1999), teachers' personal practical knowledge (Beijaard, Verloop, & Vermunt, 2000), teachers' career resilience (Pearce & Morrison, 2011), and dropping out of the profession (Hong, 2010). In this study, we take a professional identity perspective, e.g.…”

Section: General Introductionmentioning

confidence: 99%

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Professional identity tensions of beginning teachers

Pillen

Beijaard

Brok

2013

Teachers and Teaching

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174

141

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Section: Professional Identity (Development) Of Teachersmentioning

confidence: 99%

Section: General Introductionmentioning

confidence: 99%

Professional identity tensions of beginning teachers

Pillen

Beijaard

Brok

2013

Teachers and Teaching

Self Cite

174

141

View full text Add to dashboard Cite

“…It can be seen that Teacher A views English teachers more as "educator" who focuses on the cultivation of students' interests, potential, habits, emotions, etc., rather than "subject instructor" who focuses on the teaching of the contents of a certain subject (Beijaard et al, 2000). After training, Teacher A has expanded her beliefs about English teachers' roles.…”

Section: Journal Of Language Teaching and Research 521mentioning

confidence: 99%

The Impact of Teacher Education on In-service English Teachers’ Beliefs about Self

Xiong

2016

JLTR

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Abstract-This was a qualitative study carried out in the context of 2013 National Teacher Training Program for Junior High School English Teachers in Chongqing China, intending to reveal the impact of the program on four in-service English teachers' beliefs about self (i. e., about English teachers). Rich data were collected throughout the process of training which lasted for 100 days, including semi-structured interviews, teachers' class analysis reports, professional development plans, periodic summaries and so on. The findings were interpreted with the help of the classification framework of teacher belief change proposed by Cabaroglu and Roberts, which showed that the impact of the program on these four in-service English teachers' beliefs about English teachers' roles, excellent English teachers and English teachers' professional development was considerable, however, the degree, the nature and the sources of the impact varied across individual teachers.Index Terms-qualitative, in-service English teacher education, impact, beliefs about English teachers

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“…However, there is a dichotomy identified by Strudler and Wetzel (2011) that ePortfolios should have a clear purpose, that is, either for the development of professional identity based on subjectivist philosophy or to demonstrate how they have met teaching standards for the purpose of assessment based on an objectivist philosophy. Increasingly examples are being given of using ePortfolios to evidence professional identity (Beijaard, Verloop and Vermunt, 2000;Cambridge, 2008;Barrett and Garrett, 2009); 'the more self-knowledge a teacher has, the more appropriate are his or her decisions to paving the way to better teaching' (Stenberg, 2010, p. 1). It may therefore be that in trying to provide an easily accessible electronic 'place' for digital artefacts articulating experiences, achievements and learning that reflect the development of professional identity, to then add an additional layer of assessment may simply not be appropriate and may restrict the continued development of the ePortfolio once qualified.…”

Section: 'The E-portfolio Inspires Me To Record My Development I Seementioning

confidence: 99%

ePortfolios beyond pre-service teacher education: a new dawn?

Boulton¹

2013

European Journal of Teacher Education

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The context of this paper is the final phase of a longitudinal action research project investigating whether an ePortfolio, created as a pre-service teacher to evidence a digital story of developing professional identity, could transition into employability, ie the first year as a newly qualified teacher. Thus this paper focuses on a new area of ePortfolio related research in teacher education; the transition from university into employment. The research findings indicate a changing purpose of the ePortfolio from training to the workplace, along with an increasing strength of ownership as part of the transition, and empowerment in becoming a teacher. Key outcomes are discussed and arguments presented for an ePortfolio to support professional development from university to employment.Keywords: ePortfolio; technology; secondary; pre-service teachers; newly qualified teachers; continuing professional development; employablity. IntroductionThis paper presents the findings of a research project focussing on ePortfolios in pre-service teacher education from university into employment and is therefore of interest to teacher educators both in the United Kingdom (UK) and internationally. This paper thus builds on existing research into ePortfolios in pre-service teacher education and explores a new area of development by examining how and if the ePortfolio, created as a pre-service teacher, can be extended into the NQT year. The research draws on key theories of: identity, self-regulation leading to self-efficacy, and situated learning; these are discussed in more detail later in the paper. The project was part funded by the Training Development Agency, UK.The context is the final phase of a longitudinal action research project spanning four years at Nottingham Trent University (NTU), United Kingdom (UK), focussing on the evaluation of ePortfolios for pre-service teachers to present evidence of their digital journey to becoming a teacher. This final phase aimed to identify whether the e-Portfolio, developed as a pre-service teacher, could create a space where a newly qualified teacher (NQT), working in a 'situated' context could reflect on teaching and plan targets for future action.Two key aims were identified for this phase: to pilot the use of ePortfolios beyond teacher training, initially into the NQT year; and to identify if whether an ePortfolio tool could continue to support the professional development for NQTs during their continuing teaching career. The focus for this phase was NQTs employed in the secondary sector (11-18 years) who had completed either a Post-Graduate Certificate in Education (PGCE) 1 or a Graduate Teacher Programme 2 (GTP) in the previous year within the School of Education at NTU. This paper thus builds on existing research into ePortfolios in teacher education and explores a new area of development by examining how and if the ePortfolio can be extended into the NQT year. The research draws on key theories: identity, self-regulation leading to self-efficacy, and situated learning; th...

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Teachers’ perceptions of professional identity: an exploratory study from a personal knowledge perspective

Cited by 757 publications

References 12 publications

Professional identity tensions of beginning teachers

Professional identity tensions of beginning teachers

The Impact of Teacher Education on In-service English Teachers’ Beliefs about Self

ePortfolios beyond pre-service teacher education: a new dawn?

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