Understanding teachers’ professional identities and their development is key to unpacking teachers’ professional lives, the quality of their instruction, their motivation and commitment to teach, and their career decision-making. This book features a number of scholars from around the world who represent a variety of disciplines, scientific paradigms, and inquiry methods in researching teacher identity. By bringing these chapters together, this volume initiates active scholarly conversations and extends the boundaries of teacher identity research and practice. This collection of chapters provides significant insight into teacher identity and will be essential reading for pre-service and in-service teachers, teacher educators, school administrators, professional developers, and policy makers at various levels.
表中的内容
I. Introduction to Research on Teacher Identities.- 1. Research on Teacher Identity: Introduction to Mapping Challenges and Innovations, Paul A. Schutz, Dionne Cross Francis, and Ji Hong.- II. Theoretical Understandings of Teacher Identity Development.- 2. Teacher Identity Discourse as Identity Growth: Stories of Authority and Vulnerability, Janet Alsup.- 3. Identity-agency in Progress: Teachers Authoring their Identities, Maria Ruohotie-Lyhty.- 4. Teacher Professional Identity and Career Motivation: A Lifespan Perspective, Paul W Richardson and Helen M. G. Watt.- 5. Critical Events, Emotional Episodes, and Teacher Attributions in Development of Teacher Identities, Paul A. Schutz, Sharon L. Nichols, and Samantha Schwenke.- 6. Professional Identity Matters: Agency, Emotions, and Resilience, Christopher Day.- 7. Teacher Identity and Motivation: A Complex Dynamic Systems Perspective, Avi Kaplan and Joanna K. Garner.- III. Teacher Identity Development in Various Learning Contexts.- 8. Engaging Teacher Identities in Teacher Education: Shifting Notions of the “Good Teacher” to Broaden Teachers’ Learning, Grace A. Chen, Ilana S. Horn, and Susan Nolen.- 9. Supervision Dialogues in Teacher Education: Balancing Dis/continuities of the Vocational Self-concept, Martine van Rijswijk, Larike Bronkhorst, Sanne Akkerman, and Jan van Tartwijk.- 10. Mentor Teachers and Their Contributions to the Development of Preservice Teachers’ Identity, Edith Mahsa Izadinia.- 11. Learning to Teach for Creativity through the Lens of Identity Development, Ida Oosterheert and Paulien Meijer, Radbound.- IV. Teacher Identity Development in the Content Areas.- 12. “I’m not just a math teacher”: Understanding the Development of Elementary Teachers’ Mathematics Teacher Identity, Dionne Cross Francis, Ji Hong, Jinqing Liu, and Ayfer Eker.- 13. Elementary Science Teacher Identity as a Lived Experience: Small Stories in Narrative Analysis, Lucy Avraamidou.- 14. Becoming a Language Teacher: Tracing the Mediation and Internalization Processes of Pre-service Teachers, Vesna Dimitrieska.- 15. Teacher Identity and Political Instruction, Wayne Journell.- V. Social Historical Contextual Influences on Teacher Identity Development.- 16. Conceptualizing ‘Teacher Identity’: A Political Approach, Michalinos Zembylas and Sharon Chubbuck.- 17. Teacher Identity in the Current Teacher Education Landscape, Rebecca Buchanan and Brad Olsen.- 18. Preservice Teachers of Color and the Intersections of Teacher Identity, Race and Place, Tambra O. Jackson.- 19. The Indispensability and Impossibility of Teacher Identity, Matthew Clarke.- 20. Teachers’ Professional Self-Understanding: Narrative, Relational, Political and Contextualized in Time and Space, Geert Kelchtermans.- VI. Future Directions for Research on Teacher Identities.- 21. Research on Teacher Identity: Common Themes, Implications, and Future Directions, Ji Hong, Dionne Cross Francis, and Paul A. Schutz.
关于作者
Paul A. Schutz is currently a Professor in the Department of Educational Psychology at the University of Texas at San Antonio. His research interests include the nature of emotion, emotional regulation, and teachers’ understandings of emotion in the classroom. He is a past president for Division 15: Educational Psychology of the American Psychological Association and a former co-editor of the Educational Researcher: Research News and Comments.
Dionne Cross Francis is an associate professor of mathematics education in the Department of Curriculum and Instruction at Indiana University and the Director of the Center for P-16 Research and Collaboration. Her research interests include investigating the relationships among psychological constructs such as beliefs, identity and emotions and how the interplay between these constructs influence teachers’ instructional decision-making prior to and during the act of teaching (mathematics).
Ji Hong an Associate Professor of Educational Psychology at the University of Oklahoma. Her research focuses on pre-service and in-service teachers’ professional identity development, motivation to teach, emotions, and resilience in relation to teacher retention and teacher effectiveness. She is an Associate Editor of Teachers and Teaching: Theory and Practice, and an Editorial Board member of Contemporary Educational Psychology.
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