Tensions in Learning to Teach

Smagorinsky, Peter; Cook, Leslie Susan; Moore, Cynthia; Jackson, Alecia Y.; Fry, Pamela

doi:10.1177/0022487103260067

Cited by 303 publications

(74 citation statements)

References 20 publications

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“…TI has developed as an independent research area (Beijaard, et al 2004) and studies in this field have significantly increased (Beauchamp & Thomas, 2009); for example initial and continuing professional development (Chong, 2011;Hoban, 2007;Olsen, 2008;Prytula, 2012;Sachs, 2005), the impact of contextual factors (Smagorinsky et al, 2004), novice teachers' experiences (Chong, 2011), complexity of EFL teacher's identity formation (Tsui, 2007), educational reform impact on teacher identity (Day, 2002;Hoffman-Kipp, 2008), among others.…”

Section: Contextual Factors In Teacher Identity Constructionmentioning

confidence: 99%

EFL Teacher Identity: Impact of Macro and Micro Contextual Factors in Education Reform Frame in Chile

Salinas

2017

WJE

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The research aims at exploring how macro and micro contextual factors have influenced on the construction of English as a foreign language (EFL) teachers' identity in education reform contexts in Chile based on sociocultural theories. Grounded theory was used in the methodological design to analyse and categorize data utilizing the ATLAS.ti software. Deep semi-structured and focus group interviews were used to collect data, and twelve EFL teachers participated in the research. From a macro contextual environment, results show that educational demands turn into bureaucracy and a non-coherent EFL national curriculum which have weakened teachers' identity resulting in a sense of frustration and resignation. Micro contextual factors have emotional (appreciation, student/teacher bond, and work climate) and cognitive dimensions (in-service training) with a dual role -strengthening or weakening EFL teachers' identities.

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Section: Contextual Factors In Teacher Identity Constructionmentioning

confidence: 99%

EFL Teacher Identity: Impact of Macro and Micro Contextual Factors in Education Reform Frame in Chile

Salinas

2017

WJE

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“…Feiman-Nemser and Buchmann (1983) refer to this as the crosspurpose pitfall in which observing teaching and learning how to teach are incorrectly assumed as equal. Smagorinsky et al (2004) employ activity theory to explain the way that teacher candidates appropriate different sets of pedagogical skills in these two settings, stating that "these two settings are responsive to different constituents, have different overriding motives, respond to different ideals and consequently emphasize different values and practices, with the university setting more concerned with ideals and schools with their gritty application" (p. 9). For example, our TEP focuses on the development of social justice values (such as equity and inclusion) and reflective practices in university courses.…”

Section: Competing Culturesmentioning

confidence: 99%

Examining the University-Profession Divide: An Inquiry into a Teacher Education Program’s Practices

Sivia

MacMath

2016

cjsotl-rcacea

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This paper focuses on the divide between the university as a site of teacher education and the profession of practicing teachers. We employed a theoretical inquiry methodology on a singular case study which included formulating questions about the phenomena of the university-profession divide (UPD), analysing constituents of the UPD, and developing a language system to represent our findings about the UPD. The questions guiding our examination were: How do we conceptualize this divide? How are these concepts represented in the literature? How can a Teacher Education Program (TEP) respond to the divide? The theoretical inquiry was conducted within a singular case study of a TEP in order to explore the chasm between these two settings in a limited and focused manner. Our inquiry led to the identification of three key concepts: competing cultures, competing expectations, and theory-practice dichotomy. In analyzing these concepts and responding to questions which drove this inquiry from the beginning, we assert that these concepts contribute to the divide and therefore, have implications for teacher education programming. We summarize findings about these three concepts, suggest causes for the chasm, and offer recommendations to address the divide. Finally, we argue that while it is important to address the divide to enhance teacher education, the divide itself is a potentially rich site of possibilities. We contend that a reconceptualization of the UPD in this way might mitigate its negative impact on teacher education curriculum and programming. Cet article se concentre sur l’écart qui existe entre l’université en tant que lieu de formation des enseignants et la profession d’enseignant en exercice. Nous avons employé une méthodologie d’enquête théorique basée sur une seule étude de cas qui comprenait des questions sur l’écart entre université et profession, l’analyse des composantes de cet écart et le développement d’un système de langue pour représenter nos résultats concernant l’écart entre université et profession. Les questions qui ont guidé notre examen étaient les suivantes : Comment conceptualisons-nous cet écart? Comment ces concepts sont-ils représentés dans les publications? Comment un programme de formation des enseignants peut-il répondre à cet écart? L’enquête théorique a été menée sur une seule étude de cas d’un programme de formation des enseignants afin d’explorer le gouffre qui existe entre ces deux domaines d’une manière limitée et ciblée. Notre enquête a permis d’identifier trois concepts clés : la concurrence entre les cultures, la concurrence entre les attentes et la dichotomie entre théorie et pratique. Suite à l’analyse de ces concepts et aux réponses obtenues aux questions qui étaient à l’origine de cette enquête dès le départ, nous pouvons affirmer que ces concepts contribuent à l’écart et, par conséquent, ont une incidence sur les programmes de formation des enseignants. Nous résumons nos résultats concernant ces concepts, suggérons des raisons à l’origine du gouffre et proposons des recommandations pour remédier à l’écart. Pour finir, nous suggérons que, bien qu’il soit important de remédier à l’écart afin d’améliorer la formation des enseignants, l’écart lui-même est un lieu potentiellement rempli de riches possibilités. Nous soutenons qu’une reconceptualisation de l’écart entre université et profession selon cette manière pourrait mitiger ses effets négatifs sur le curriculum et les programmes de formation des enseignants.

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“…Personal expectations of teaching have recognised implications for the development of a teacher's professional identity (Alsup, 2006;Olsen, 2010;Smagorinsky, Cook, Moore, Jackson, & Fry, 2004). As early-career teachers negotiate the transition to the profession, they often confront a gap between their initially idealistic visions of themselves as teachers, and what they find to be realistic to achieve in practice (Beijaard, Meijer, & Verloop, 2004;Delamarter, 2015;Morrison, 2013).…”

Section: Early-career Teacher Expectations a Significant Body Of Litmentioning

confidence: 99%

“…Research has considered the influence of context and external conditions on the shaping of teacher identity, both at a preservice level (Smagorinsky et al, 2004;Yuan & Lee, 2015) and in the early-career years (Flores & Day, 2006;Johnson et al, 2015), with many authors arguing that these conditions are just as likely to determine teacher identity development as personal factors (Day & Gu, 2014;Sachs, 2005).…”

Section: Adjusting Expectations: a Question Of Conditions?mentioning

confidence: 99%

“…Studies by Mantei andKervin (2011) andCattley (2007) highlighted positive impacts of reflective writing on shaping a professional identity during teacher education. Other research has suggested that teacher education draw upon the use of metaphor in encouraging preservice teachers to consider their expectations meaningfully (Alsup, 2006), or deliberately place students in situations that challenge their preconceived notions of self as teacher (Smagorinsky et al, 2004).…”

Section: Adjusting Expectations: a Question Of Conditions?mentioning

confidence: 99%

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Adjusting Personal Expectations: An Analysis of Early-Career Teacher Narratives

Constantine¹

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iii AbstractThe early years of a teacher's career are often a site of tension, where long-standing beliefs about what it is to be a teacher are challenged. The images and ideals that teachers have of themselves -their "personal expectations" (Cole & Knowles, 1993) -have recognised implications for the development of a teacher's professional identity. Early-career teachers often confront a disparity between their personal expectations, and what they find to be realistic to achieve in practice. Understanding how early-career teachers adjust their personal expectations, whilst at the same time maintaining their commitment to the profession, is at the core of this narrative study.This study of four early-career teachers in Queensland seeks to address the following research questions: (1) how do teachers adjust their personal expectations during the early-career years? and (2) This study drew upon semi-structured interviews (Schuman, 1982;Seidman, 2013) in the data collection phase. Not only did the research method allow for depth in the responses, but also allowed for participants to engage in a process of ongoing reflection and engagement in the construction of the narrative. The analysis was guided by the narrative approach detailed by Clandinin and Connelly (2000), andConnelly and Clandinin (2006). The findings of the study are presented as narratives:individual, idiosyncratic stories of teachers' lives, experiences and expectations. Abstract ivThe findings of this study suggest that early-career teachers adjust their personal expectations gradually and with difficulty, and only through reflecting and acting upon their own professional experimentation. Importantly, the findings demonstrate that whilst feedback, collegial relationships and trial-and-error practices are critical for early-career teachers to develop more realistic expectations of themselves, retaining some aspects of their initial expectations allows them to maintain their ideological vision of themselves in a teaching role. This study provides considerable insight into the ways that teachers can be better prepared for their first years in the profession, and, as such, has implications for early-career teachers, school administrators, policymakers, and for universities. The findings suggest that encouraging early-career teachers to confront unrealistic personal expectations is critical in empowering them to shape strong professional identities.Abstract v

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Tensions in Learning to Teach

Cited by 303 publications

References 20 publications

EFL Teacher Identity: Impact of Macro and Micro Contextual Factors in Education Reform Frame in Chile

EFL Teacher Identity: Impact of Macro and Micro Contextual Factors in Education Reform Frame in Chile

Examining the University-Profession Divide: An Inquiry into a Teacher Education Program’s Practices

Adjusting Personal Expectations: An Analysis of Early-Career Teacher Narratives

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