Details

Understanding Teacher Identity


Understanding Teacher Identity

The Complexities of Forming an Identity as Professional Teacher

von: Patrick M. Jenlink

41,99 €

Verlag: Rowman & Littlefield Publishers
Format: EPUB
Veröffentl.: 08.05.2021
ISBN/EAN: 9781475859188
Sprache: englisch
Anzahl Seiten: 214

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Beschreibungen

<p><span>Understanding Teacher Identity: The Complexities of Forming an Identity as Professional Teacher </span><span>introduces the reader to a collection of research-based works by authors that represent current research concerning the complexities of teacher identity and the role of teacher preparation programs in shaping the identity of teachers. Important to teacher preparation, as a profession, is a realization that the psychological, philosophical, theoretical, and pedagogical underpinnings of teacher identity have critical importance in shaping who the teacher is, and will continue to become in his/her practice. Teacher identity is an instrumental factor in teachers’ and the students’ success. Chapter One opens the book with a focus on the development of teacher identity, providing an introduction to the book and an understanding of the growing importance of identity in becoming a teacher. Chapters Two–Nine present field-based research that examines the complexities of teacher identity in teacher preparation and the importance of teacher identity in the teaching and learning experiences of the classroom. Finally, Chapter Ten presents an epilogue focusing on teacher identity and the importance, as teacher educators and practitioners, of making sense of who we are and how identity plays a critical role in the preparation and practice of teachers.</span></p>
<p><span>Understanding Teacher Identity </span><span>is a collection of studies that examine the complexities of teacher identity and the role of teacher preparation programs in shaping it. Important to this is a realization that the psychological and pedagogical underpinnings of teacher identity hold importance in shaping who a teacher will become in his/her practice</span><span>.</span></p>
<p></p>
<p><span>Preface</span></p>
<p><span>Acknowledgments</span></p>
<p><span>Chapter 1.</span><span> The Development of Teacher Identity: Becoming a Teacher</span></p>
<p><span>Patrick M. Jenlink</span></p>
<p><span>Chapter 2.</span><span> The Impact of Teacher Education in School Practice: The Professional Identity Development of a Novice Primary School Teacher of Mathematics</span></p>
<p><span>Hanna Palmér</span></p>
<p><span>Chapter 3.</span><span> Mediated Representations of Teacher Identity in </span><span>Mr. D</span><span>: Reconciling Cultural Images of the Expert-Professional Educator</span></p>
<p><span>Charles L. Lowery</span></p>
<p><span>Chapter 4.</span><span> “It’s Just Kinda Like a Year-long Job Interview”: Preservice Teacher Identity Development in a Year-long Teacher Residency</span></p>
<p><span>Yiting Chu</span></p>
<p><span>Chapter 5.</span><span> The TIN WOODMAN: An Analogy for Overcoming Heartless Educator Preparation</span></p>
<p><span>Paul Parkison</span></p>
<p><span>Chapter 6.</span><span> Work(s) in Progress: Professional Teacher Identity Development in Lesbian and Gay Preservice E/La Teachers</span></p>
<span>Summer Davis</span>
<p><span>Chapter 7.</span><span> Exploring the Mathematics Identities of Pre-Service Elementary and Early Childhood Teachers</span></p>
<p><span>Ashley Renaire Davis and Helen L. Johnson</span></p>
<p><span>Chapter 8.</span><span> Pre-service Language Teachers’ Agency Experiences: Constructing Professional Identities through Agentive Participation in University Courses</span></p>
<p><span>Päivikki Jääskelä, Riikka Alanen, Maria Ruohotie-Lyhty, and Anne Pitkänen-Huhta</span></p>
<p><span>Chapter 9.</span><span> Music Teacher Resilience: Identity Transitions During the Early Years of Teaching</span></p>
<p><span>Kristen Pellegrino, Erik Johnson, Cynthia L. Wagoner, and Sean Robert Powell</span></p>
<p><span>Chapter 10.</span><span> Epilogue: Teacher Identity: The Importance of </span><span>Making Sense of One’s Self as Teacher</span></p>
<p><span>Patrick M. Jenlink</span></p>
<p><span>About the Editor and Authors</span></p>
<p></p>
<p><span>Patrick M. Jenlink</span><span> is Regents Professor in the Department of Secondary Education and Educational Leadership, James I. Perkins College of Education, Stephen F. Austin State University.</span></p>

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