The importance of orientation: implications of professional identity on classroom practice and for professional learning

Abstract

Previous work on new teacher professional identity has focused on identity as a process of negotiation between individual and contextual factors. These negotiations are often filled with a struggle between personal agency and structures that prevent the enactment of an ideal professional self. This study introduces and discusses three teacher professional identity orientations (self, classroom, and dialogic) and the implications of each orientation on a teacher's professional identity and classroom practice. While each focal teacher featured in the study drew from similar sources of professional identity (experiences as students, classroom practical experience, and theory/research), the teachers varied in the degree of importance accorded to each identity source. This variation led to differences in approach to their roles as teachers as well as differences in their work with students. Using a qualitative, comparative case study methodology to highlight features of each professional identity orientation, this study provides evidence of discourse related to each orientation and discusses implications of identity orientation in each case study teacher's classroom practice. After the discussion and analysis of the data, the author offers recommendations for teacher educators (pre-service and in-service) and researchers related to understandings of professional identity development and implications for the work of pre-service teacher education and continuing professional development.

Portraying reflection: the contents of student teachers’ reflection on personal practical theories and practicum experience

“…We should try to find ways to promote each and every (student) teacher's deep and critical reflection. As Hsieh (2015) suggests, teacher educators must work to promote critical reflection and collaboration, by providing conceptual frameworks and clear pedagogical strategies and by exposing candidates to diverse classroom situations.…”

“…As Beauchamp (2015) states, there is no teacher educator who would deny the importance of reflection in teacher education. Hsieh (2015) emphasises "the importance of orientation in constructing an early professional identity" (p. 188). Furthermore, she argues that, based on different studies, understanding these orientations can be a key factor in sustaining teacher commitment and retention, as well as understanding the reasons for stability and instability of teacher identity (Day, Elliot & Kington, 2005;Day, Kington, Stobart & Sammons, 2006).…”

The Relevance of a Migration Background to the Professional Identity of Teachers

“…Sugrue (1997) shows empirical evidence for the influence of significant others such as close and extended family members, the teacher's own school experience, the policy context, teaching traditions and cultural archetypes. Numerous studies confirm the relevance of experiences as a student in school (e.g., Antonek et al, 1997;Beijaard, Verloop, & Vermunt, 2000;Hsieh, 2015;Samuel & Stephens, 2000). Regarding the influence of teaching traditions studies suggest the relevance of the specific subject taught and its teaching culture or status (Barty, 2004;Paechter & Head, 1996;Pennington, 2002;Varghese, Morgan, Johnston, & Johnson, 2005).…”

“…383-84). In addition, professional identities influence the classroom practice itself (Coldron & Smith, 1999;Hsieh, 2015). For example, a teacher's explanation, justification or understanding of herself in relation to others is grounded in her professional identity (MacLure, 1993).…”

Influencia de las experiencias vivenciadas por el alumnado en el desempeño de futuras competencias docentes

“…Se refleja también que la diversa forma de abordar los contenidos de un grupo y otro en la asignatura repercute directamente en la percepción del alumno sobre el aprendizaje adquirido. Este hecho ha de tenerse muy en cuenta en el ámbito universitario, ya que es tan importante el qué se enseña como la manera en la que se hace, y más en asignaturas que trabajen temáticas similares (Hsieh, 2015). Por lo tanto, se observa cómo el alumno en la presente investigación ha interiorizado los procesos de autoevaluación grupal y de coevaluación intra e intergrupal como positivos para implicarse en su proceso de aprendizaje.…”