Enacted identity
Broadening conceptions of teacher learning
Dados Bibliográficos
| ID | 2168044 |
|---|---|
| Autores | J Munson (0000-0002-9985-1483, Nothwestern University, autor correspondente) |
| Ano | 2023 |
| Volume | 30 |
| Fascículo | 3-4 |
| Páginas | 279-297 |
| Data de publicação | 2023-10-02 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | Mind Culture and Activity (JOURNAL) |
| Identificadores do periódico | ISSN: 1074-9039 • E-ISSN: 1532-7884 |
| Editora | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10749039.2023.2296448 |
| OpenAlex | W4390167589 |
| Idioma | EN |
| Referências citadas | 49 |
Recent decades have seen extensive efforts across education policy and research to support mathematics teachers to learn and enact more student thinking-centered approaches in classrooms. While sociocultural theory conceives of learning as involving shifts in practice and identity, studies of teacher learning typically focus on changes in teaching practice alone. Conversely, studies of teacher identity often focus on the narratives teachers construct about their professional lives rather than how they behave in the classroom. In this study, I take up recent calls to investigate mathematics teacher identity as a performance of self in practice, arguing that this enacted identity is visible and open to analysis as teachers participate with students in the classroom and that changes in enacted identity over time are a form of teacher learning. Drawing on qualitative analysis of three elementary mathematics teachers' classroom interactions before and after classroom-embedded coaching, I examine two shifts in teachers' enacted identities – the enactment of control and the enactment of patience – which illustrate how such shifts are intertwined with practice and represent teacher learning. This conceptualization of teacher identity has implications for how researchers study teacher learning and teacher educators design professional development experiences
Aesthetics · Identity (music · Mathematics education · Pedagogy · Sociology · Educational and Psychological Assessments · Innovative Education and Learning Practices · Philosophy · Psychology · Teacher Education and Leadership Studies
Teacher Identity Discourses
Communities of Practice
Cognitively Guided Instruction
A Longitudinal Study of Learning to Use Children's Thinking in Mathematics Instruction
Teacher Learning in Mathematics
Conceptualizing Research–Practice Partnerships as Joint Work at Boundaries
Redefining teaching, re‐imagining teacher education
New teachers’ identity shifts at the boundary of teacher education and initial practice
Teacher Education And The Development Of Professional Identity
A Revolution in One Classroom
Creating Mathematical Futures through an Equitable Teaching Approach
Understanding teacher identity
Pedagogical sensemaking during side-by-side coaching
Toward a Theory of Teacher Community
Teaching, as Learning, in Practice
Understanding teachers’ self-sustaining, generative change in the context of professional development
A dialogical approach to conceptualizing teacher identity
Reconsidering research on teachers’ professional identity
Research–Practice Partnerships in Education
Professional Development and Teacher Learning
Varieties of Positioning
Capturing Teachers’ Generative Change
Writing Ethnographic Fieldnotes, Second Edition
Telling Identities
Problem Solving as a Basis for Reform in Curriculum and Instruction
Learning to Teach Mathematics
Teacher Questioning to Elicit Students' Mathematical Thinking in Elementary School Classrooms
Locating Praxis for Equity in Mathematics
Core Practices and Pedagogies of Teacher Education
Keeping It Complex
Situated Learning
| Velocidade de citação | historical |
|---|---|
| Altamente citado | Não |