The experienced newcomer - The (trans)forming of professional teacher identity in a new landscape of practices

Colliander, Helena

doi:10.1016/j.tate.2017.10.012

Cited by 17 publications

(17 citation statements)

References 16 publications

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“…The activeness in the training program is a bridge changing the identity from 7374 Accounting Teacher Professional Identity Framework: A Blended Concept of Accountant and Teacher Professionalism a student to a professional teacher. [62], [22] The professional identity among new teachers is discursive because they develop many identities [63] The teacher's initial identities and providing storytelling process are prominent for professional identity development [64] In the early career of the teacher, the negative feeling that the teacher felt about the material because of the difficult material makes the teacher has more effort to ensure students' comprehension in particular material [21] The anxiety in newcomer teachers bring identity development is needed in different forms. Some valuable actions are joining communities and following structured and non-structured learning opportunities [65] Professional identity in the early career teachers is shifted by competition among them and is narrowed to the school objectives and goals Table 3 explains some professional identity development among newcomers.…”

Section: The Concept Of Accounting Teacher Professional Identity Developmentmentioning

confidence: 99%

Accounting Teacher Professional Identity Framework: A Blended Concept of Accountant and Teacher Professionalism

Syah¹,

Janudin²,

Mansor³

et al. 2020

ujer

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This systematic literature review paper explores the importance of embedding accounting teachers' professional identity concept in the Indonesian education system particularly in teacher education. The Indonesian government is still struggling to enhance teacher professionalism; thus, many training pieces have been developed to overcome teachers' low quality. However, the teacher's competency in Indonesia is still behind the other countries implied in the PISA score, indicating a missing link in teacher education. The professional identity has attracted scholars in various fields to define the meaning of professional identity and develop it in an individual. The particular definition of accounting teacher professional identity is still not studied. Therefore, exploring previous studies in professional identity to identify teacher professional identity is needed. In the accounting teacher context, the paper proposes to combine two professional identity formations from teacher and accountant. By reviewing both fields, the concept of accounting professional identity and the development is drawn. This paper will discuss accounting teachers' identity that may be a new solution for the teacher education program, especially in accounting. In short, developing professional identity in accounting teachers needs to be done in three stages (pre-service, beginner, and experienced teachers).Every step has unique identities, but all phases need community involvement to ensure professional identity is formatted.

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Section: The Concept Of Accounting Teacher Professional Identity Developmentmentioning

confidence: 99%

Accounting Teacher Professional Identity Framework: A Blended Concept of Accountant and Teacher Professionalism

Syah¹,

Janudin²,

Mansor³

et al. 2020

ujer

View full text Add to dashboard Cite

show abstract

“…It is important to note that new teachers are not forming their identity from scratch (Colliander, 2018); in fact, they are transforming an existing PI that may lack certain experiences or be wanting of key areas of pedagogical or theoretical knowledge. New teachers construct their PI differently from the way veteran teachers shape their PI.…”

Section: Preservice and Novice Teachersmentioning

confidence: 99%

“…Just like the dialogical exchanges between a person's subidenties, agency affects identity and vise-versa (Rappel, 2015). Colliander (2018) discovered that new teachers try to fill their teaching and knowledge "deficiences" by seeking out knowledgeable others (Vygotsky, 1978)-this also contributes to new teachers' sense of agency. By actively pursuing experiences, teachers are actively engaging in internal dialogue to assess where gaps may exist within their own PI.…”

Section: Agencymentioning

confidence: 99%

A Critical Period in Becoming a Teacher: How Novice Teachers Develop Their Professional Identity

Gibbons

2020

JECS

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It is important to understand how teachers develop their professional identity because teacher educators and supervisors can take necessary steps to ensure novice teachers are provided necessary opportunities to cultivate their identity. This article examines research on professional identity development and explains how teachers develop their professional identity and why it is important for mentors to aid in the development process. This article draws on previous research to both define professional identity and explore the many aspects that lead to identity development in novice teachers. Findings suggest that although any experience can contribute to professional identity development, key factors have a major impact on how teachers develop their identity and the role identity development plays in pedagogical thinking. Understanding how professional identity develops can help teacher educators, supervisors, and mentors make available opportunities to build agency among novice educators, helping them to grow into reflective teachers.

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“…Las investigaciones que se realizan sobre IPD son abordadas desde distintas perspectivas, autores que se refieren a esto Marcelo y Vaillant (2015); Mulone (2016). Como característica común indican que es dinámica (Madueño y Márquez, 2020) se desarrolla con el tiempo y depende de variados factores como son el propio profesorado y el contexto social (Colliander, 2018). Cuando se hace referencia a lo dinámico, se quiere decir que no es fija o estática y que las transformaciones de ella se caracterizan por ser personales, relacionadas con trayectorias y decisiones propias y que dependen de los contextos.…”

Section: Introductionunclassified

Análisis de los incidentes críticos de la identidad profesional docente del profesorado principiante de educación especial

2021

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Esta investigación describe episodios que condicionan las trayectorias individuales y profesionales del profesorado principiante de educación especial titulados en una universidad chilena, a través de la técnica de análisis de incidentes críticos. La identidad docente es uno de los cimientos esenciales en la formación inicial y continua del profesorado. Este estudio es de corte biográfico-narrativo con una muestra de 23 profesoras principiantes, donde se aplica una entrevista semi-estructurada. Los resultados muestran incidentes críticos prototípicos con estrategias de resolución débilmente eficientes que interpelan a la formación y permiten entender los cambios producidos en las trayectorias laborales que han ayudado a tomar nuevos rumbos personales y profesionales. Se concluye que comprender qué aspectos han desarrollado la identidad profesional docente proporciona elementos que a través de su análisis y aplicación son una caja de resonancia para la formación futura del profesorado de educación especial, enriqueciendo de manera recíproca la teoría y práctica.

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The experienced newcomer - The (trans)forming of professional teacher identity in a new landscape of practices

Cited by 17 publications

References 16 publications

Accounting Teacher Professional Identity Framework: A Blended Concept of Accountant and Teacher Professionalism

Accounting Teacher Professional Identity Framework: A Blended Concept of Accountant and Teacher Professionalism

A Critical Period in Becoming a Teacher: How Novice Teachers Develop Their Professional Identity

Análisis de los incidentes críticos de la identidad profesional docente del profesorado principiante de educación especial

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