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Teacher Identity (teacher + identity)
Selected AbstractsTeacher Identity and Agency in School Worlds: Beyond the All-Good/All-Bad Discourse on Accountability-Explicit Curriculum PoliciesCURRICULUM INQUIRY, Issue 2 2006KRIS SLOAN ABSTRACT Drawing on case studies of three elementary school teachers in a diverse urban school setting in Texas, the author explores the varied ways teachers actively read accountability-related curriculum policies and then respond to these policies. Rooted in classroom observations and extensive teacher interviews, the author examines issues of teacher identity and identity formation as a base from which to explore teacher agency vis-à-vis accountability-explicit curriculum policies. His analysis suggests that (1) individual teachers actively read and respond to locally conceived accountability-explicit curriculum policies in varied, perhaps even unique, ways; (2) teacher identities are powerful means through which to understand these varied experiences with and responses to accountability-explicit curriculum policies; and (3) current understandings of teacher agency vis-à-vis accountability-explicit curriculum policies as merely a capacity to resist,as does much of the literature that is critical of accountability,obfuscates important issues of teacher quality and equity. [source] ,Making us do the things we ought to do': Constructing Teacher Identity in Alberta Normal SchoolsJOURNAL OF HISTORICAL SOCIOLOGY, Issue 2 2000K.A. Hollihan Through an exploration of the practices characterizing teacher training, this paper critiques the operation of institutional power within an historical setting. Utilizing a tripartite model integrating the ideas of Foucault and van Gennep, the impact of (inmate) separation, examinations and awards are investigated as specific technologies that served to produce a definable inmate identity, one infused with institutional values and norms. Inmate voice figures prominently, and serves to remind us that the dynamic of power is not characterized by certainty. [source] Teacher Identity and Agency in School Worlds: Beyond the All-Good/All-Bad Discourse on Accountability-Explicit Curriculum PoliciesCURRICULUM INQUIRY, Issue 2 2006KRIS SLOAN ABSTRACT Drawing on case studies of three elementary school teachers in a diverse urban school setting in Texas, the author explores the varied ways teachers actively read accountability-related curriculum policies and then respond to these policies. Rooted in classroom observations and extensive teacher interviews, the author examines issues of teacher identity and identity formation as a base from which to explore teacher agency vis-à-vis accountability-explicit curriculum policies. His analysis suggests that (1) individual teachers actively read and respond to locally conceived accountability-explicit curriculum policies in varied, perhaps even unique, ways; (2) teacher identities are powerful means through which to understand these varied experiences with and responses to accountability-explicit curriculum policies; and (3) current understandings of teacher agency vis-à-vis accountability-explicit curriculum policies as merely a capacity to resist,as does much of the literature that is critical of accountability,obfuscates important issues of teacher quality and equity. [source] Pedagogy Against the StateINTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 3 2008Dennis Atkinson The text of this article was originally presented in a public lecture in February 2008. It presents a description of earlier research on children's drawing practices which considers the ingenuity of learning and meaning-making through drawing. Then the focus moves to the language of assess-mentto consider how, art practices, such as drawing, as well as learner and teacher identities, are constructed and regulated within such linguistic practices (discourses). Bearing in mind the regulatory effect of such practices (and that all discourses are in some way regulatory) the final section introduces the idea of pedagogy against the state in order to think again an ethics of pedagogy concerned with becoming; an ethical imperative for pedagogy concerned with expanding our grasp of what learning is. [source] Teacher Identity and Agency in School Worlds: Beyond the All-Good/All-Bad Discourse on Accountability-Explicit Curriculum PoliciesCURRICULUM INQUIRY, Issue 2 2006KRIS SLOAN ABSTRACT Drawing on case studies of three elementary school teachers in a diverse urban school setting in Texas, the author explores the varied ways teachers actively read accountability-related curriculum policies and then respond to these policies. Rooted in classroom observations and extensive teacher interviews, the author examines issues of teacher identity and identity formation as a base from which to explore teacher agency vis-à-vis accountability-explicit curriculum policies. His analysis suggests that (1) individual teachers actively read and respond to locally conceived accountability-explicit curriculum policies in varied, perhaps even unique, ways; (2) teacher identities are powerful means through which to understand these varied experiences with and responses to accountability-explicit curriculum policies; and (3) current understandings of teacher agency vis-à-vis accountability-explicit curriculum policies as merely a capacity to resist,as does much of the literature that is critical of accountability,obfuscates important issues of teacher quality and equity. [source] Making Art, Teaching Art, Learning Art: Exploring the Concept of the Artist TeacherINTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 2 2010James Hall The article explores the concept of the artist teacher, drawing upon an overview of relevant literature and two related pieces of research: the first investigated practices within the Artist Teacher Scheme (ATS); the second sought to understand the perceptions of practice-based coursework in an MA Art Education programme at Roehampton University in London. Commonalities and differences between the perceptions and understandings of artist teachers (including masters' students), their tutors and gallery educators were explored. The data for each piece of research were collected through unstructured, open-ended interviews. A significant reflexive and autobiographical dimension for the research was motivated by my own identity as an artist teacher, and by the exploration of reflective practice as a potential framework for realising and sustaining an artist teacher identity and practice. The research concluded that connections between art practice and teaching are complex, diverse, difficult to articulate, challenging to implement and do not easily lend themselves to simple impact measurement. The ATS operates in a context that includes languages, cultures and identities from frameworks in education and art that can be both complementary and oppositional. Artist teachers need to develop skills of negotiation through which they can articulate and continuously reappraise their art practice and, at an appropriate stage, use that practice to inform their teaching. [source] Building teacher identity with urban youth: Voices of beginning middle school science teachers in an alternative certification programJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 10 2004Amira Proweller Teacher identity development and change is shaped by the interrelationship between personal biography and experience and professional knowledge linked to the teaching environment, students, subject matter, and culture of the school. Working from this framework, this study examines how beginning teacher interns who are part of an alternative route to teacher certification construct a professional identity as science educators in response to the needs and interests of urban youth. From the teacher interns, we learn that crafting a professional identity as a middle-level science teacher involves creating a culture around science instruction driven by imagining "what can be," essentially a vision for a quality and inclusive science curriculum implicating science content, teaching methods, and relationships with their students. The study has important implications for the preparation of a stronger and more diverse teaching force able to provide effective and inclusive science education for all youth. It also suggests the need for greater attention to personal and professional experience and perceptions as critical to the development of a meaningful teacher practice in science. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 1044,1062, 2004 [source] Pre-school staffs' attitudes toward foods in relation to the pedagogic mealINTERNATIONAL JOURNAL OF CONSUMER STUDIES, Issue 2 2006Hanna Sepp Abstract The aim of this study, with the pedagogic meal in focus, was to identify pre-school staff members' attitudes to the role of food and meals as part of daily activities at pre-school. Interviews were carried out at 12 pre-schools and a total of 34 pre-school staff participated. The staff revealed strong opinions as well as ambivalence towards how food and meals should best be integrated into their daily work and pedagogic activities. The pre-school staffs' lack of or insufficient education and knowledge regarding food and nutrition resulted in an ambivalent and uncertain situation with respect to how they should see themselves as teachers in the meal situation. Nevertheless, most of the staff had a clear perception of what it meant to practice a pedagogic meal. It meant helping and encouraging the children to help themselves and serving as an adult model for the children at table, though this pedagogic activity was uncommon. While the staff were satisfied with the pre-schools' role of catering for the children, they expressed concern about or even mistrust towards the children's parents. Despite, or perhaps due to, their inadequate knowledge about food and nutrition and the lack of specific aims for the pedagogic meal, they assumed that the public sector was a better educational institution regarding foods and a better guarantor for children's food habits and dietary intake. As the teachers' identities have changed over the past years they have not yet found a solid ground for determining how food and meals could be integrated into their everyday work as pre-school teachers and childminders. [source] | ||||||||||