Teacher Identity Discourses
Negotiating Personal and Professional Spaces
Bibliographic Data
| ID | 23399072 |
|---|---|
| Authors | JANET ALSUP (0000-0002-8247-3674, corresponding author) |
| Year | 2006 |
| Publication date | 2006-08-15 |
| Open Access | No |
| Type | BOOK |
| Venue | Teacher Identity Discourses (SOURCE_BOOK) |
| Publisher | Routledge (PUBLISHER • GB) |
| DOI | 10.4324/9781410617286 |
| OpenAlex | W4250673866 |
| Open Library | OL34589022M |
| ISBN | 9781410617286 |
| Language | EN |
| Citations received | 152 |
In this book, Janet Alsup reports and theorizes a multi-layered study of teacher identity development. The study, which followed six pre-service English education students, was designed to investigate her hypothesis that forming (or failing to form) a professional identity is central in the process of becoming an effective teacher. This work addresses the intersection of various types of discourse within the process of professional identity development, emphasizes that the intersection of the personal and professional in teacher identity formation is more complex than is acknowledged in typical methods classes, and accents the need for teacher educators to take steps to facilitate such integration. Specific suggestions for methods courses are presented that teacher educators can use as is or adapt to their own contexts. Teacher Identity Discourses: Negotiating Personal and Professional Spaces speaks eloquently to faculty, researchers, and graduate students across the field of teacher education.
Aesthetics · Art · Identity (music) · Political science · Sociology · Collaborative Teaching and Inclusion · EFL/ESL Teaching and Learning · Teacher Education and Leadership Studies · High school teachers · Professional relationships · Teachers
The Promise and Dilemma of the Mediated Parent-Teacher Relationship in the Age of Social Networking Sites
The Experiences of LGBTQ+ Pre-Service and Qualified Teachers and Their Mental Health
The Complexity of Becoming a Dialogic Teacher in an English Language Arts Classroom
Navigating tensions
Preservice teachers’ beliefs about high-stakes testing and their working environments
Teacher identity and agency in an era of accountability
Tensions in beginning teachers’ professional identity development, accompanying feelings and coping strategies
Exploring teacher identity from a holistic perspective
Expanding the Language Teacher Identity Landscape
Professional identity tensions of beginning teachers
Identity development as a lens to science teacher preparation
Multilevel Boundary Crossing in a Professional Development School Partnership
Understanding teacher identity in teachers' professional lives
Understanding teacher identity
Betwixt and Between
Negotiating Professional Identities in Teacher Education
Scaling and Scalar Analysis as a Framework for Research on Teacher Learning
Breaking the Façade
To be a teacher, to be many other things and always to do the best. The identity and narratives of engineering professors
Resemiotized experience in classroom interaction
A Theoretical Framework on Reflection in Service Learning
“Because I live it.”
Constructing desirable professional identities
Who has the power to define the ideal teacher? Insights into the social structure of Finnish teacher education
Teachers' Emotion and Identity Work During a Pandemic
Learning from the Unexpected Journeys of Novice Teachers’ Professional Identity Development
How Do Teachers View Themselves as Assessors
Exploring Metaphors and Metaphorically Written Narratives in Student Teachers’ Professional Identity Work
Narrative Agency and Affective Valence in Prospective Teachers’ Pedagogical Autobiographies
Teacher Identity Discourses in Place—Exploring Discursive Resources in Pre-Service Teachers’ Constructions of Teacher Identity
A Portrait of a Native Hawaiian Ethnomathematics Educator
Stories and counter-stories from French second language researchers
A self-determination theory perspective on the association between the childhood home reading environment and Canadian young adult leisure reading
Constructing International School Teacher Identity from Lived Experience
‘A teacher by day and a performer by night’
Meeting the musician-teacher halfway
Agency and professional identity among mobile teachers
Comprehension of experienced English language teachers’ professional identity and related metacognitive thinking procedures
‘I’m not sure how they would react if they knew…’
Embodied dispositions towards learning
On the verge of ‘post-secondary education-for-all’ and deficit thinking
Transforming teachers’ self-narratives about game-based learning
From researcher to teacher
Liminality and the beginning teacher
Randomised controlled trials and the interventionisation of education
“I hope that it comes across to the children that I am there as a human being”
A systematic review of school teachers’ professional identity tensions
Generic or subject-specific? A survey comparing Dutch secondary school visual art teachers’ early-career experiences to teacher experiences in non-arts subjects
Constructing configurations to capture the complexity and uniqueness of beginning teachers’ professional identity
The complexity thinking approach
(Trans)formation of student teachers’ professional identity through problem-based learning in Korea
Teacher identity
English language teacher educators’ identity tensions
Confronting, investigating, and learning from professional identity tensions
Experienced teachers’ identity based on their I-positions
Pre-service teachers co-constructing narratives about the future of education
‘It’s kind of my backup plan for a rainy day’ – tensions causing pre-service teachers not to enter teaching
Identity formation in music teacher education
What Drives Metacognitive‐Identity Profiles for Primary School Teachers? A Latent Profile Analysis and Predictor Roles of Growth Mindset and Demographics
The Role of Relatedness and Competence Needs in Graduate Teaching Assistants' Development of an Integrated Identity
Language Teacher Educator Wellbeing in Online Classes
Evaluating the Teacher Professional Identity of Student Teachers
She is “just an intern”
Teaching as Intercultural Communication
Being and becoming an Esol teacher through coursework and internship
The representation of ordinary people
Cultural Models of Bodily Images of Women Teachers
The teacher in me
The differences between beginning and advanced student teachers’ teacher identities based on their practical theories
Becoming at the Borders
Recognising students and teachers
Teacher-entrepreneurialism
‘I wondered does this make me any less of a teacher …?’ Early childhood teachers in Aotearoa New Zealand claimed by and claiming authority within a dominant discourse
I have this subversive curriculum underneath’
The impact of the ‘Teaching English through English’ policy on teachers and teaching in South Korea
A learning process within an education research group
Rewriting dominant narratives of the academy
Us & Them? Entering a three-dimensional narrative inquiry space with white pre-service teachers to explore race, racism, and anti-racism
Pre-service teachers’ perceptions of self as inclusive educators
Gender encounters
Spaces and physical education pre-service teachers’ narrative identities
Emotional connections and caring
Learning Through Tensions
Social Work Science and Identity Formation for Doctoral Scholars Within Intellectual Communities
I don’t think my sexuality would come into teaching at all’
Pe
Transfronteriza pre-service teachers managing, resisting, and coping with the demands of mathematical discourse
An autoethnography of an international English language teaching assistant’s identity paradoxes in an EFL context
Gay voices without intersectionality is White supremacy
Agency and abjection in the closet
The use of poetry in a spiral-patterned methodology for research about love in early childhood
Emotional Impact on Professional Identity Development
Understanding EFL teacher identity and identity tensions in a Chinese university context
Chilean English teacher identity and popular culture
Tranfronterizos' socialization into mathematical discourse
Securitised teacher professional identity
Fostering Childish Tendencies in Teacher Education and Young Adult Literature
Teacher as ‘Shape-shifter’
The Importance of Professional Identity in the Sustainability of the Secondary English Teaching Profession
The dynamic process of student-teachers’ construction of identity as future teachers
| Unique citing works | 152 |
|---|---|
| Citations per year | 7,6 |
| Citation span | 2006 - 2026 (21) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 147 |