Developing new professional identities
From in-service teacher to in-service teacher educator
Bibliographic Data
| ID | 21494534 |
|---|---|
| Authors | Fatma Gümüşok (0000-0002-4804-8279, Bartin University, corresponding author), Gölge Seferoğlu (0000-0001-7587-6822, California State University) |
| Year | 2023 |
| Volume | 49 |
| Issue | 4 |
| Pages | 680-694 |
| Publication date | 2023-08-08 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Education for Teaching International Research and Pedagogy (JOURNAL) |
| Journal identifiers | ISSN: 0260-7476 • E-ISSN: 1360-0540 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02607476.2022.2133599 |
| OpenAlex | W4306147295 |
| Language | EN |
| Citations received | 2 |
| References cited | 23 |
This case study reports on the professional identity development of a group of beginning in-service teacher educators in Türkiye. The focus was on investigating how a group of in-service teacher educators’ participation in professional communities and their collaboration with experienced educators and teachers affected their professional identity development. Within the qualitative constructivist paradigm, twelve participants were interviewed for unearthing the social and relational dimensions of developing as teacher educators in Turkish in-service teacher education (INSET) context. The analysis drew on the theoretical-methodological framework which is composed of five identity lenses (becoming, doing, knowing, being, and belonging). The findings indicated that a supportive community of colleagues and the attitudes of INSET participants were the building blocks of teacher educators’ development. This article highlights the significance of professional collaboration and the crucial influence of INSET participants on in-service teacher educators’ identity development
Faculty Development · Focus group · Pedagogy · Professional development · Qualitative research · Social constructivism · Social science · Sociology · Teacher education · Turkish · Collaborative Teaching and Inclusion · Education Practices and Challenges · Psychology · Teacher Education and Leadership Studies
Communities of Practice
The professional development of higher education-based teacher educators
Teacher educators’ identity
What Do Today's Teachers Want (And Not Want) From Teacher Leaders
Becoming a teacher educator
Reconsidering research on teachers’ professional identity
Qualitative inquiry and research design
Identity as an Analytic Lens for Research in Education
Situated Learning
| Citations per year | 1 |
|---|---|
| Citation span | 2024 - 2025 (2) |
| Highly cited | No |