Together against all odds: towards understanding the identities of teachers of at risk students

Friesen, David; Finney, Sandra; Krentz, Caroline

doi:10.1016/s0742-051x(99)00035-9

Cited by 9 publications

(5 citation statements)

References 6 publications

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“…The more risks present in an individual ' s life, the more likely they are to experience less than positive outcomes. It is these individuals who are often described as being ' at risk ' (Friesen, Finney, & Krentz, 1999).…”

Section: Risk and Resiliencementioning

confidence: 99%

“…The Ontario Ministry of Education (Ontario, 2003) have defined students 'at risk ' as those who arc performing below the provincial standard, an explanation mimicked by many of the teachers. Furthermore, in a study by Friesen et al (1999), it was suggested that "experiences shape [teachers'] ideas about teaching and learning" (p. 925). Therefore, if these teachers' dominant experience with the tern1 'at risk' surrounds academic capabilities, it is no wonder they would shape their primary understanding based on what is diseussed in their schools, and identify academic 'at risk' first.…”

Section: 'A T Risk'mentioning

confidence: 99%

“…Another role many of the teachers perceived as being important to play when attempting to fostcr rcsilicncc in their students was being resilient themselves. Friesen et al (1999) recognized this important role when they noted that the "role demands significant before and after school attention. Teachers find this extra work to be a significant part of what teachers of at risk students do, and a source of considerable stress for them" (p. 927).…”

Section: Teachingmentioning

confidence: 99%

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Promoting resilience : teachers' perceptions from the classroom

Proulx¹

2023

Preprint

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This paper examined seven teachers' interpretations of the terms 'at risk' and resilience, their preceived influential role, and universal teaching methods that were perceived to promote resilient behaviours in the classroom. 'At risk' was described as a more familiar term than resilience, with a stronger focus in schools on academic 'at risk'. Resilience was viewed to be predominantly a result of internal attributes. Four themes emerged from the one-on-one interviews with elementary school teachers. Responsibilities, high expectations, consistency, and social competence were perceived by the teachers as leading to resilience development among their students. This study adds to the growing body of research which aims at uncovering the processes leading to the development of resilience.

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Section: Risk and Resiliencementioning

confidence: 99%

Section: 'A T Risk'mentioning

confidence: 99%

Section: Teachingmentioning

confidence: 99%

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Promoting resilience : teachers' perceptions from the classroom

Proulx¹

2023

Preprint

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“…Several teacher identity studies in the field have used a similar process. For example, in studying the development of teacher identity, Friesen, et al (1999) used narrative histories and theme analysis in the hermeneutic tradition. DeCorse and Vogtle (1997) conducted interviews while Jones, et al (1999) conducted interviews and a theme analysis to correlate sources of influence for becoming a teacher.…”

Section: Data Collection and Analysismentioning

confidence: 99%

“…(Jones, Young, & Rodriguez, 1999); gender (DeCorse & Vogtle, 1997); race or ethnicity (Jones, et al, 1999;Friesen & Orr, 1998); and culture (Howell, 1997). Friesen, Finney, and Krentz (1999) studied how educators of at risk students formulated their identities as teachers. The educators wrote narrative stories capturing their classroom experiences that were then an~lyzed for prevailing themes.…”

Section: Introductionmentioning

confidence: 99%

The Role of Motivation on Strengthening Teacher Identity: Emerging Themes

Cardelle-Elawar

Nevin

2003

Action in Teacher Education

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The authors explore the role of motivation in the development of teacher identity. The convenience sample of education majors enrolled in four sections of required educational psychology class during Fall 2002 completed a pre/post-course survey. A review of the content of their responses using the constant comparative method resulted in the identification of generative themes. These themes were discussed in relation to recent research on factors that influence the development of teacher identity. The authors propose a model derived from a metacognitive framework for facilitating the development of a professional teacher identity and discuss implications for teacher education research and practice.

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Agency, Identity, and Social Justice Education: Preservice Teachers’ Thoughts on Becoming Agents of Change in Urban Elementary Science Classrooms

Moore

2007

Res Sci Educ

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Using multiple theoretical frameworks, reflective writings and interviews, this study explores preservice elementary teachers' emerging identities as science teachers and how this identity is connected to notions of critical agency and a stance toward social justice. The study addresses two central questions pertaining to preservice teachers' conceptions as "agents of change" and how their perceptions as change agents frame their science teacher identities and understanding of teaching science in urban elementary classrooms. Their identity in the moment as elementary preservice teachers-not yet teachers-influences how they view themselves as teachers and how much agency or power they feel they have as agents of change in science classrooms. Findings suggest that science teacher education must play a more immediate, fundamental and emancipatory role in preparing preservice teachers in developing science teacher identities and a stance toward social justice.

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Together against all odds: towards understanding the identities of teachers of at risk students

Cited by 9 publications

References 6 publications

Promoting resilience : teachers' perceptions from the classroom

Promoting resilience : teachers' perceptions from the classroom

The Role of Motivation on Strengthening Teacher Identity: Emerging Themes

Agency, Identity, and Social Justice Education: Preservice Teachers’ Thoughts on Becoming Agents of Change in Urban Elementary Science Classrooms

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