Identity formation among novice academic teachers - a longitudinal study
Datos Bibliográficos
| ID | 4096841 |
|---|---|
| Autores | Nahum Mclean (0000-0002-8718-0870, The London School of Economics and Political Science, London, UK, autor de correspondencia), Linda Price (0000-0001-5291-0469, Kingston University) |
| Año | 2019 |
| Volumen | 44 |
| Número | 6 |
| Páginas | 990-1003 |
| Fecha de publicación | 2019-06-03 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Studies in Higher Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2017.1405254 |
| OpenAlex | W2775619669 |
| Idioma | EN |
| Citas recibidas | 13 |
| Referencias citadas | 31 |
This study reports findings from an in-depth, longitudinal investigation of the formation of 13 novice tutors’ professional identities as academic teachers. The study spanned tutors’ first two years in-service, while they were also participating in a teacher development course. Discourse was analysed across 65 time-series coursework texts, completed as part of the tutors’ reflection on their teaching practice. The analysis captured the use of explicit identity positioning cues by tutors across the texts. Four discreet identity positions were catalogued: academic insider, class teacher, teaching course participant and young academic. The study illustrates how these tutors developed more complex identity narratives with enriched coherence over time as they reported negotiating challenges and dissonance between initial expectations and actual teaching experiences. This finding offers explanatory support for previous research regarding the value of longer term teacher development programmes and illuminates existing theoretical models with practitioner perspectives
Cognitive dissonance · Coursework · Higher education · Insider · Longitudinal study · Mathematics education · Narrative · Pedagogy · Rowan · Teacher education · TUTOR · Educator Training and Historical Pedagogy · Psychology · Reflective Practices in Education · Social Psychology · Teacher Education and Leadership Studies
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| Obras citantes distintas | 13 |
|---|---|
| Citas por año | 2,6 |
| Intervalo de citas | 2021 - 2026 (6) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 12 |