Suchergebnisse

提升學前教育的機會與品質成為世界趨勢,近年來中國大陸政府在普及學前教育進程中逐漸關注並出臺政策以保障和監控教育品質,這對幼兒園教師提出高績效表現的素質要求。然而,實踐一線的教師們面臨著國家和市場的雙重期待,究竟如何看待自己?又如何為職業賦予了什麼樣的意義? 本研究借助詮釋性互動和符號互動論為理論視角,採用質化研究的取向,以北京為實地研究範圍,選取33名幼兒園教師和3名管理者,就其對身為教師的理解與詮釋展開深入訪談,輔之以文檔收集和實地觀察,探討幼兒園教師為職業賦予意義的過程。本研究主要有以下發現: ; 首先,影響幼兒園教師身份的三種結構性力量分別是國家權力、市場話語和性別文化。這三種力量共同交織,巧妙地將幼兒園教師群體置於弱者之境,導致幼兒園教師身份空間被擠壓、身份異化和性別化。其次,符號互動論視角下,幼兒園教師身份構建就是幼兒園教師與他人進行外部互動和與自我進行內部互動的過程。不同工作情境下的幼兒園教師身份構建呈現三種不同的路徑:外部主導型、內部主導型以及內外兼顧型,從而構建出不同類型的幼兒園教師身份:保姆與廉價勞動力、有特色的專業工作者、我不是保姆而是___老師。最後,情緒在幼兒園教師身份構建中的作用表現在:情緒是身份的晴雨表、身份呈現的工具、身份承諾的動力及促進身份轉化的誘因。幼兒園教師在身份構建過程中情緒產生並嵌入其互動的工作情境中,與不同對象互動中呈現出不同的情緒地理。幼兒園教師情緒規則包括善於控制情緒,積極運用情緒,堅持微笑服務;其情緒勞動時間長、多樣性、強度大。他們並運用偽裝、抑制、自我勸服和釋放等情緒勞動策略。 ; 本研究對幼兒園教師身份構建的探討豐富了教師身份研究;並回應了關於教師身份構建的宏觀結構因素、身份構建機制以及身份構建中的情緒等學術討論;同時,提出幼兒園教師專業性中的情緒情感維度,即情緒性的專業性。最後,就政府幼教政策推行以及政府制定市場規則方面提出政策建議,並探討了對幼兒園管理實踐的啟示。 ; Improving the quality of preschool education has become a global trend. In recent years, the Chinese government has increasingly focused on universalizing preschool education in the country, launching policies to guarantee high-quality education. Rigorous requirements have also been implemented to maintain the caliber of preschool teachers. In this context, how do front-line teachers in Mainland China understand their teacher identities amid the objectives set by the state and the market for them? How do they make sense of their careers? Informed by the interpretive and symbolic interactionism perspectives, this multiple-case qualitative study examines how preschool teachers in Mainland China construct their professional identities and how they understand and interpret the roles of preschool teachers. Sources of data include in-depth interviews with 33 preschool teachers and 3 preschool leaders in Beijing, documents like teaching materials and school policies, as well as field observations. ; The analysis of the multiple sources of data indicates that: (1) The professional identities of preschool teachers were primarily influenced by state power, market discourse, and gender culture. These influential ...

This article explores the concept of the student teachers identity and the form it takes during Initial Teacher Education (ITE). There is an examination of the recent changes in England's government policy towards ITE and how these impact the teaching identity. It is argued that the student identity does not exist in isolation and therefore there is a need to look at the impact of the social environment on the agency of the student teacher during their training year.

While recent years have seen a research interest in the concept of teacher identity, still less is known about the interplay between teacher-researcher identity. This issue is important for the fields of applied linguistics and teacher education because it sheds light on teacher-scholars' identity realizations. In this study, I examine the interrelations of teacher and researcher identity across different contexts and spaces. Namely, I analyze the trajectories of one teacher as he moved through countries and educational experiences. Data sources included semi-structured interviews, artifacts, and email correspondence. Beginning with the assumption that identity is a complex, dynamic, multidimensional, negotiated, and co-constructed process, I generated and analyzed data through holistic coding (Saldaña, 2016). I found that the participant demonstrated perception of his professional identity as a teacher in terms of duty. I discuss the points of transition, where the participant's identities were re-shaped. My findings contribute to the conversation about the dichotomous view of teaching and researching.

The aim of this paper is to build on the current conceptions of professional identity formation which require a new way to view the subject and subjectivities (St. Pierre, 2004) and to provide an alternative lens on the formation of professional identities of Early Years Teachers. The application of Posthumanist theory (Deleuze and Guattari, 1987; Braidotti, 2011, Coleman and Ringrose, 2013; Jones and Holmes, 2014; Osgood, 2014) allows for a wider exploration of the complexity of the social world and can provide a new theoretical perspective on the experiences of Early Years Teachers as they negotiate a new professional identity which has been defined via the Teachers' Standards (Early Years) as stipulated by the Department for Education. The notion of professional identity is used to define how a professional should act and behave. Hickey-Moody and Malins (2007) argue that the politics of identity, although enabling important socio-political change, have their limitations. Deleuze and Guattari (1987) described identity as a way society makes sense of a changing world. When bodies are stratified the stable sense of self allows for the production of 'the thinking, speaking political subject' (Hickey-Moody and Malins, 2007: 5). The politics of identity can have a limiting effect as they can promote the reproduction of a negative view of difference – the self, versus the 'other'. However, Deleuze (1994) argued difference is positive and productive and allows for an exploration of new ways of becoming. The development of the Early Years Teacher could be viewed as top down State mandated professionalism leading to a dominant view of professional practice which takes a molar form defining normative practice (Ringrose, 2012). Coupled with dominant discourses from policy as to how children should be taught and become school ready the view of suitable professional practice can take the form of a molar machine (Jackson, 2013) which attempts to dominate, territorialize and stabilise professional identity. This paper draws on qualitative semi-structured interview data collected from Early Years Teachers in training. The data was (re)viewed using Posthuman concepts of the assemblage, the nomad and becoming (Delueze and Guattari, 1987). Charting becomings allowed for the opening up of possibilities 'a radical possibility of the unfinalised' (Jackson, 2013: 123) and provided an alternative conceptualisation of professional identity formation.

Dentro de la reforma educativa argentina, el 3° ciclo de la Educación General Básica (EGB) constituye un aspecto central, ya que plantea importantes quiebres con respecto a la estructura anterior. Este ciclo está integrado por los antiguos 7° grado de la escuela primaria y 1° y 2° año de la secundaria, por lo que implica la convivencia de dos culturas profesionales diferentes: la de los maestros y la de los profesores. A esto se suma la reformulación del rol docente que impulsa la reforma. En este trabajo, se analiza la incidencia de estos procesos en la constitución de la identidad profesional de los docentes del 3° ciclo en la provincia de Buenos Aires. Esto supone una indagación en diversos planos: a) las interpelaciones acerca de la identidad docente presentes en los discursos y lineamientos acerca de la implementación del 3º ciclo de la EGB en dicha provincia; b) los significados y representaciones identitarias que se van constituyendo en las interacciones cotidianas en las escuelas; c) las maneras en que son recibidas y procesadas estas interpelaciones y representaciones por los docentes del 3º ciclo, en un trabajo interpretativo que supone también resistencias y reformulaciones. Este planteo supone un contrapunto entre lo macro -abordado a través del análisis de contenido de ciertos discursos públicos- y lo micro -examinado a través de un estudio de casos múltiples en diversas escuelas bonaerenses-. ; Within Argentine educational reform, the 3rd stage of General Basic Education (EGB) is a central aspect, since it involves important differences with regard to the former educative system structure. This stage is composed by the former primary school 7th grade and secondary school 1st and 2nd year. Therefore, it involves the daily interaction of two distinct professional cultures: that of primary and secondary school teachers. In addition, the reform policy promotes a redefinition of teachers' roles. The paper analyses the impact of this process on the construction of 3rd stage teachers' professional identity in the Argentine Buenos Aires province. It encompasses different levels of research: a) the interpellations about teaches' identity found in discourses and political measures regarding the 3rd stage implementation; b) the meanings and representations as to identity constructed during daily interactions in schools; c) the diverse ways these interpellations and representations are received, interpreted and processed by 3rd stage teachers. This approach attempts to explore the macro level through content analysis of public discourses and the micro level through a multiple case study in schools. It also attempts to relate both levels. ; Fil: Freytes Frey, Ada Cora. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro de Estudios e Investigaciones Laborales; Argentina

This is a two-phase study toward understanding the cultural identity development of the English as a Foreign Language (EFL) teachers when they participated in cultural negotiation programs and developing a negotiated model of cultural identity development for the second language teacher education programs. To such ends, the analysis of the narratives authored by five experienced and four novice EFL teachers was done by using Wenger's (1998) community of practice and Pennington's (2014) TESOL (Teaching English to Speakers of Other Languages) teacher identity model to track the cultural identity development of the EFL teachers during the cultural negotiation sessions. Then, by meticulously examining the theoretical and empirical underpinnings about cultural identity including the theories and previous empirical studies along with the results obtained from the first phase of the study, we developed a negotiated model of cultural identity development for the EFL teachers. The model is a theoretical one which can be applied to different second language teacher education programs to develop the cultural identity of the language teachers by participating in negotiation sessions. The study concluded with some implications for second language teacher education programs to develop the cultural identity of the EFL teachers.

In England, the recruitment and retention of secondary mathematics teachers is of continuing concern to governmental bodies. The teachers most likely to leave the profession are in their first five years of teaching, where their performance is subject to intense scrutiny, judgement, and measurement. Given this context, a better understanding of the identity negotiation of these teachers could improve teacher retention, as well as help prepare and support teachers at the start of their career. This presentation will focus on the early analysis of a pilot study which aims to understand how context and experiences with mathematics as a student can contribute to an emerging teacher identity.

Being a non-permanent English teacher in a remote area is not easy. The non-permanent teachers have to face many challenges. Without having resilience, the teachers can not survive to teach in the area. This study investigated the factors that influenced the resilience of the non-permanent English teachers in building a professional identity in the remote areas of South Sulawesi. The mixed-method explanatory sequential experimental design was used by involving non-permanent English teachers at five schools in the remote area of Tana Toraja, South Sulawesi Province. The RSA Scale questionnaire and interview were used to find out what factors influenced teachers' resilience. The results showed that the challenges faced by non-permanent English teachers made them resilient teachers. Personal resources and contextual resources seemed to play a major role in their growth of resilience. The high resilience of teachers shapes their professional identity, which makes them stay afloat and think that teaching is their calling. This study suggests implications for the education of policymakers and the government in Indonesia, and also for future researchers who are interested in a similar topic may conduct further studies with a broader context

Purpose
The purpose of this paper is to highlight how one high school psychology teacher helped students explore the concept of identity exploration and express their own personal identity through the use of contemporary art in a high school psychology course.


Design/methodology/approach
In this paper, techniques one high school teacher used for utilizing the visual arts to teach identity exploration in a high school psychology course are shared, including student discussion surrounding the visual analysis of contemporary artwork, thoughtful student application of developmental theories and the student production of original artwork to express one's identity.


Findings
Students participating in the lesson engaged enthusiastically in the discussion of the use of selfies in contemporary art and demonstrated thoughtful reflection in the creation of their own selfies.


Research limitations/implications
Future research is needed to systematically investigate the effectiveness of incorporating contemporary art as a means of teaching identity exploration to adolescents as part of a high school psychology curriculum.


Practical implications
Adolescent exploration is a key feature of the adolescent experience and is part of the psychology curriculum at the high school level. Such courses afford students the unique opportunity to apply developmental theories and theories of identity exploration to recent occurrences in their lives. One possibility for teaching identity exploration is through the visual arts.


Originality/value
This lesson advances psychology instruction through the purposeful scaffolding of identity exploration as both content and process using contemporary art.

The aim of this theoretical paper is to understand the meaning of identity and it is shaping at the workplace. While focusing on teacher leaders' professional identity, this paper examines the notion of identity, and its development in education settings. The notion of identity formation determines teacher identity formation and teacher leaders' identity development in various contexts. The paper reviews literature on how teachers evolve their leadership identity as a result of personal characteristics integrated into external and internal factors. This assimilation contributes to the process of identity formation. Personal attributes include credibility as a competent classroom teacher, intrinsic motivation for leadership, ability to create a positive school culture, utilization of the past experiences and having knowledge of the field. Other factors include influence of context or school culture, professional support available at work, appreciation and guidance from senior leadership, leadership models or structures in schools, professional learning communities, campus-based professional development courses or programs, professional networking and collegial practices in the school. The reviewed literature also indicates that teacher leadership identity is an important aspect of teacher professional development, particularly in the UK and the US school settings. The review also brings up the significance of teachers as leaders and highlights how teachers shape their leadership identity while working in school context. As this review identifies lack of research on teacher leaders' identity formation in TESOL contexts as well as higher education institutions, it concludes with suggestions for future research in the said field.

This paper points out the first results obtained in the research project 'The construction of the professional identity of primary education degree students' developed in Málaga. It analyses from narrative strategies, how professional identity is shaping to the novice teachers from his years of training and firs contacts of teaching. At the same time it is a way to visualize and interpret how the idea of professional development of this collective is constructed and how systematically is exposed by legislative, social changes. In the end, to understand the construction of teacher identity is a way to think new possibilities of professional development. ; El presente artículo es fruto de los primeros resultados obtenidos en Málaga del proyecto de investigación denominado La construcción de la identidad profesional de los estudiantes del grado de primaria. Se analiza, desde estrategias narrativas, la identidad profesional que va conformando al profesorado novel desde sus años de formación e inicios docentes; al mismo tiempo es una forma de visualizar e interpretar cómo se construye la idea de desarrollo profesional de un colectivo expuesto sistemáticamente a cambios legislativos, sociales… A fin de cuentas comprender la construcción de la identidad docente, es una forma de repensar nuevas vías de desarrollo profesional.

La construcción de identidad profesional de los profesores en todas las etapas de su formación se ha constituido en un tema de investigación relevante porque ayuda a comprender a los sujetos y a identificar los apoyos que necesitan en su aprendizaje. El artículo presenta una investigación sobre los procesos de construcción de identidad docente de estudiantes ingresantes en un profesorado de educación primaria a partir del análisis de relatos producidos por los propios estudiantes. Se adopta como marco teórico una concepción que entiende a la identidad como narrativa. Desde esta perspectiva la identidad es considerada como colecciones de historias acerca de individuos. Participaron del estudio cuarenta estudiantes de primer año de dos cohortes consecutivas de un instituto superior de formación docente de Argentina quienes escribieron relatos que contenían referencias a su biografía escolar, a influencias en su decisión de convertirse en maestros y a sus expectativas y metas profesionales. Los resultados de la investigación señalan una construcción identitaria que se centra en la función de enseñanza pero con un fuerte énfasis en los rasgos afectivos de la profesión y un menor acento en el compromiso social y político de la tarea. Asimismo, el análisis revela los modos en que la biografía personal y escolar, las influencias del contexto social y los discursos sociales sobre la docencia influyen en la identidad que los estudiantes han construido acerca de la profesión y en la identidad a la que aspiran. ; Professional identity building by teachers at different stages of their education has become a relevant research issue because it helps to understand individuals and the supports they need to learn. This paper presents a research on the processes of teacher identity building by entering elementary teacher education students based on the analysis of stories produced by the students themselves. The study is framed in a conception of identity as narrative. From this point of view identity is a collection of stories about individuals. The participants were forty first year students of two consecutive cohorts of a teachers college in Argentina who wrote stories about their school biography, influences in the decision to become teachers and their professional expectations. Results show that these students' professional identity focusses on teaching but with a strong emphasis on the emotional dimensions of teachers' work and with less attention to social and political commitments. In addition, the analysis Profesorado, revista de currículum y formación del profesorado 20 (3) 337 reveals the way in which the school biography, the social context and social discourses about teachers influence students' actual and desired identities. ; Universidad de Granada. Departamento de Didáctica y Organización Escolar. Grupo FORCE (HUM-386)

Teacher identity is one of the key factors influencing the form and quality of educational processes. The aim of our literature review is an analysis of research on teachers' narrative identity in primary and secondary education. We used the Web of Science database and selected studies from 2010–2020 in English. The analysis shows that the area of teacher identity can be viewed from the points of personal and professional identity and their interplay. The data about teacher identity were collected mostly as narratives showing teachers' experience of their profession and their selves. Professional identity is investigated in terms of diversity in classroom discourse, curriculum, and professional development. Research on a teachers' personal identity focuses primarily on gender, parenting, sexual orientation, ethnicity, culture, political orientation, and national identity. The study illustrates an interplay of professional and personal identity. ; Teacher identity is one of the key factors influencing the form and quality of educational processes. The aim of our literature review is an analysis of research on teachers' narrative identity in primary and secondary education. We used the Web of Science database and selected studies from 2010–2020 in English. The analysis shows that the area of teacher identity can be viewed from the points of personal and professional identity and their interplay. The data about teacher identity were collected mostly as narratives showing teachers' experience of their profession and their selves. Professional identity is investigated in terms of diversity in classroom discourse, curriculum, and professional development. Research on a teachers' personal identity focuses primarily on gender, parenting, sexual orientation, ethnicity, culture, political orientation, and national identity. The study illustrates an interplay of professional and personal identity.