Five ways of being a schoolteacher
Abstract
This exploratory study consists of a description of the five schoolteachers’ identities that showed five different configurations of teacher’s I-positions. Thirty-one participants were interviewed via a writ-ten survey, and data were analysed using qualitative and quantitative procedures. The findings re-vealed thirty I-positions held by the teachers, classified into nine broader institutional positions. Addi-tionally, five broad categories of “ways of being” a school teacher were identified and labelled as follows: (1) teachers engaged mainly in instruction and collaboration with colleagues; (2) teach-ers engaged mainly in instruction and building a relationship with families; (3) teachers engaged mainly in instruction, improving educational practice, and collaboration with colleagues; (4) teachers engaged mainly in education and instruction, improving educational practice, collaborat-ing with colleagues, and building a relationship with families; and (5) teachers engaged mainly in instruction, improving educational practice, collaboration with colleagues, building a relationship with families, and collaboration in the management of the school.Keywords
Education, Education personnel, Teacher’s I-position, Teacher identityReferences
Akkerman, Sanne & Meijer, Paulien (2011). A dialogical approach to conceptualising teacher identity. Teaching and Teacher Education, 27(2), 308-319. https://doi.org/10.1016/j.tate.2010.08.013
Alsup, Janet. (2006). Teacher identity discourses: Negotiating personal and professional spaces. Mahwah, NJ: Lawrence Erlbaum.
American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: American Psychological Association.
Assen, Hanneke; Koops, Hilda; Meijers, Frans; Otting, Hans & Poell, Rob (2018). How can a dialogue support teachers’ professional identity development? Harmonising multiple teacher I-positions. Teaching and Teacher Education, 73, 130-140. https://doi.org/10.1016/j.tate.2018.03.019
Aveling, Emma-Louise; Gillespie, Alex & Cornish, Flora (2015). A qualitative method for analysing multivoicedness. Qualitative Research, 15(6), 670-687. https://doi.org/10.1177/1468794114557991
Badia, Antoni; Liesa, Eva; Becerril, Lorena & Mayoral, Paula (2020). A dialogical self approach to the conceptualisation of teacher-inquirer identity. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-019-00459-z
Beauchamp, Catherine & Thomas, Lynn (2009). Understanding teacher identity: an overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175-189. https://doi.org/10.1080/03057640902902252
Beijaard, Douwe; Meijer, Paulien & Verloop, Nico (2004). Reconsidering research on teachers' professional identity. Teaching and Teacher Education, 20(2), 107-128. https://doi.org/10.1016/j.tate.2003.07.001
Bergman, Lars R. & Trost, Kari (2006). The person-oriented versus the variable-oriented approach: Are they complementary, opposites, or exploring different worlds? Merrill-Palmer Quarterly, 52, 601-632. https://doi.org/10.1353/mpq.2006.0023
Bryant, Antony & Charmaz, Kathy (Eds.) (2007). The Sage handbook of grounded theory. London: Sage.
Erikson, Erik H. (1959). Identity and the life cycle: Selected papers. Psychological Issues, 1, 1–171. https://doi.org/10.1080/21674086.1960.11926165
Flores, Maria Assuncao & Day, Christopher (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education, 22(2), 219–232. https://dx.doi.org/10.1016/j.tate.2005.09.002
Gee, James Paul (2001). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99-125. https://doi.org/10.2307/1167322
Hamman, Doug; Gosselin, Kevin; Romano, Jacqueline & Bunuan, Rommel (2010). Using possible-selves theory to understand the identity development of new teachers. Teaching and Teacher Education, 26(7), 1349-1361. https://doi.org/10.1016/j.tate.2010.03.005
Hermans, Hubert J. M. (2015). Dialogical self in a complex world: The need for bridging theories. Europe's Journal of Psychology, 11(1), 1-4. https://dx.doi.org/10.5964%2Fejop.v11i1.917
Hermans, Hubert J. M. & Gieser, Thorsten (2012). Handbook of dialogical self theory. Cambridge: Cambridge University Press.
Hermans, Hubert J. M. & Hermans-Konopka, Agnieszka (2010). Dialogical Self Theory: Positioning and counter-positioning in a globalising society. Cambridge, UK: Cambridge. https://doi.org/10.1017/cbo9780511712142
Holland, Dorothy; Lachicotte, William Jr.; Skinner, Debra & Cain, Carole (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.
Keats, Patrice (2009). Multiple text analysis in narrative research: Visual, written, and spoken stories of experience. Qualitative Research, 9(2), 181-195. https://doi.org/10.1177/1468794108099320
Linell, Per (2009). Dialogism and its axiomatic assumptions. In Per Linell (Eds.). Rethinking Language, Mind, and World Dialogically: Interactional and Contextual Theories of Human Sense-Making (pp. 11-33). Charlotte, NC: Information Age Publishing.
Meijers, Frans & Hermans, Hubert J. M. (2018). Dialogical Self Theory in education: An introduction. In Frans Meijers & Hubert J.M. Hermans (Eds.), The dialogical self theory in education (pp. 1-18). New York: Springer. https://doi.org/10.1007/978-3-319-62861-5_1
Monereo, Carles (2019). The role of critical incidents in the dialogical construction of teacher identity. Analysis of a professional transition case. Learning, Culture and Social Interaction, 20, 4-13. https://doi.org/10.1016/j.lcsi.2017.10.002
Rodgers, Carol R. & Scott, Katherine H. (2008). The development of the personal self and professional identity in learning to teach. In Marilyn Cochran-Smith, Sharon Feiman-Nemser, D. John McIntyre & Kelly E. Demers (Eds.), Handbook of research on teacher education: Enduring questions and changing contexts (pp. 732-755). New York: Routledge. https://doi.org/10.1111/j.1467-873x.2008.00421.x
Rus, Claudia Lenuta; Tom, Anca Reluca; Rebega, Oana Luiza & Apostol, Livia (2013). Teachers’ Professional Identity: A Content Analysis. Procedia - Social and Behavioral Sciences, 78, 315-319. https://doi.org/10.1016/j.sbspro.2013.04.302
Sachs, Judyth (2005). Teacher education and the development of professional identity: Learning to be a teacher. In Pam Denicolo & Michael Kopf (Eds.), Connecting policy and practice: Challenges for teaching and learning in schools and universities (pp. 2-21). Oxford: Routledge.
Searle, John R. (2010). Making the social world: The structure of human civilisation. Oxford: Oxford University Press. https://doi.org/10.1093/acprof:osobl/9780195396171.001.0001
Taylor, Charles (1989). Sources of the self: The making of the modern identity. Cambridge, MA: Harvard University Press. https://doi.org/10.2307/2072870
Valli, Linda & Buese, Daria (2007). The changing roles of teachers in an era of high-stakes accountability. American Educational Research Journal, 44(3), 519-558. https://doi.org/10.3102/0002831207306859
Van Veen, Klaas & Sleegers, Peter (2006). How does it feel? Teachers’ emotions in a context of change. Journal of Curriculum Studies, 38(1), 85-111. https://doi.org/10.1080/00220270500109304
Vanassche, Eline & Kelchtermans, Geert (2014). Teacher Educators' Professionalism in Practice: Positioning Theory and Personal Interpretative Framework. Teaching and Teacher Education, 44, 117-127. https://doi.org/10.1016/j.tate.2014.08.006
Vandamme, Rudy (2014). Teacher identity. How teachers construct their identity in higher professional education. A grounded theory study based on dialogical self-theory and pattern language. Ghent: Coachingbooks.net.
Vandamme, Rudy (2018). Teacher identity as a dialogical construction. In Frans Meijers & Hubert J. M. Hermans (Eds.), The dialogical self theory in education (pp. 111-127). New York: Springer. https://doi.org/10.1007/978-3-319-62861-5_8
Published
Downloads
Copyright (c) 2020 Autor
This work is licensed under a Creative Commons Attribution 4.0 International License.
