Understanding teacher identity: an overview of issues in the literature and implications for teacher education
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Machine scores (provisional)
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
- Teacher spread
- 0.167 · how far apart the two teachers sit on this one work
- Validation status
score_only:v0-immature-baseline· verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it
Abstract
While literature on teaching emphasizes the importance of identity in teacher development, understanding identity and the issues related to it can be a challenging endeavour. This article provides an overview of the issues revealed in recent discussions of teacher identity: the problem of defining the concept; the place of the self, and related issues of agency, emotion, narrative and discourse; the role of reflection; and the influence of contextual factors. A particular focus is placed on identity in pre‐service teachers and new practitioners. Implications of an understanding of these issues for programmes of teacher education are highlighted.
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The record
- Venue
- Cambridge Journal of Education
- Topic
- Teacher Education and Leadership Studies
- Field
- Social Sciences
- Canadian institutions
- Université de SherbrookeBishop's University
- Funders
- —
- Keywords
- Identity (music)PedagogyTeacher educationAgency (philosophy)NarrativeNarrative inquiryIdentity formationSociologyPsychologySelf-conceptSocial psychologySocial scienceLinguistics
- Has abstract in OpenAlex
- yes