Overview

Understanding Teacher Identity: The Complexities of Forming an Identity as Professional Teacher introduces the reader to a collection of research-based works by authors that represent current research concerning the complexities of teacher identity and the role of teacher preparation programs in shaping the identity of teachers. Important to teacher preparation, as a profession, is a realization that the psychological, philosophical, theoretical, and pedagogical underpinnings of teacher identity have critical importance in shaping who the teacher is, and will continue to become in his/her practice. Teacher identity is an instrumental factor in teachers’ and the students’ success. Chapter One opens the book with a focus on the development of teacher identity, providing an introduction to the book and an understanding of the growing importance of identity in becoming a teacher. Chapters Two–Nine present field-based research that examines the complexities of teacher identity in teacher preparation and the importance of teacher identity in the teaching and learning experiences of the classroom. Finally, Chapter Ten presents an epilogue focusing on teacher identity and the importance, as teacher educators and practitioners, of making sense of who we are and the how identity plays a critical role in the preparation and practice of teachers.

Full Product Details

Author:   Patrick M. Jenlink
Publisher:   Rowman & Littlefield
Imprint:   Rowman & Littlefield
Dimensions:   Width: 15.40cm , Height: 1.60cm , Length: 22.00cm
Weight:   0.327kg
ISBN:  

9781475859171

ISBN 10:   1475859171
Pages:   214
Publication Date:   08 May 2021
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Manufactured on demand  
We will order this item for you from a manufactured on demand supplier.

Table of Contents

Preface Acknowledgments Chapter 1. The Development of Teacher Identity: Becoming a Teacher Patrick M. Jenlink Chapter 2. The Impact of Teacher Education in School Practice: The Professional Identity Development of a Novice Primary School Teacher of Mathematics Hanna Palmér Chapter 3. Mediated Representations of Teacher Identity in Mr. D: Reconciling Cultural Images of the Expert-Professional Educator Charles L. Lowery Chapter 4. “It’s Just Kinda Like a Year-long Job Interview”: Preservice Teacher Identity Development in a Year-long Teacher Residency Yiting Chu Chapter 5. The TIN WOODMAN: An Analogy for Overcoming Heartless Educator Preparation Paul Parkison Chapter 6. Work(s) in Progress: Professional Teacher Identity Development in Lesbian and Gay Preservice E/La Teachers Summer DavisChapter 7. Exploring the Mathematics Identities of Pre-Service Elementary and Early Childhood Teachers Ashley Renaire Davis and Helen L. Johnson Chapter 8. Pre-service Language Teachers’ Agency Experiences: Constructing Professional Identities through Agentive Participation in University Courses Päivikki Jääskelä, Riikka Alanen, Maria Ruohotie-Lyhty, and Anne Pitkänen-Huhta Chapter 9. Music Teacher Resilience: Identity Transitions During the Early Years of Teaching Kristen Pellegrino, Erik Johnson, Cynthia L. Wagoner, and Sean Robert Powell Chapter 10. Epilogue: Teacher Identity: The Importance of Making Sense of One’s Self as Teacher Patrick M. Jenlink About the Editor and Authors

Reviews

Teacher identity is closely related to teacher efficacy, making this exploration of how teachers come to be as teachers vital to the progression of our understanding of good teaching and learning. This text explores the development of teacher identities from a variety of angles, including international contexts and pre-service contexts, as well as early and later career contexts. This kaleidoscopic presentation of writings on teacher identity allows the reader insight into the intersections of teacher identity development and the practice of teaching. -- Delores D. Liston PhD, professor and EdD Curriculum Studies Program Director, Department of Curriculum, Foundations, and Reading, Georgia Southern University; and co-editor, International Journal for the Scholarship of Teaching and Learning The topic of teacher identity is relevant now more than ever, and Jenlink explores the intersecting social, emotional, and relational processes that mediate who and how a teacher becomes. Insightful, essential, and instructive, these chapters examine the construction of teacher identity through various perspectives including communities of practice, figured worlds, and agentic experiences. Moving from the experience of a pre-service to a professional teacher, we gain deeper understanding of the complexity and fluidity of the identity development of a teacher. -- Cynthia C. Reyes, program coordinator, education for cultural and linguistic diversity, College of Education and Social Services, University of Vermont Patrick Jenlink has brought together a collection of research studies that exemplify how teacher identity is at once socially constructed, space-based, and inherently linked to pedagogy. With a focus on pre-service teachers and what teacher educators can do to help them develop full identities in various disciplines, this collection sheds light on the centrality of teacher identity development when becoming a teacher. -- Janet Alsup, professor and department head, Department of Curriculum and Instruction, College of Education, Purdue University Understanding Teacher Identity opens wide the door for authentic conversations about teacher preparation and clinical practice with teacher persona and professional identity serving as the central theme. Grounded in research, the authors provide thoughtful and timely information relevant in the development of future teachers as consideration is given to teacher candidates' finding their voice, acknowledging their influence, and inspiring the next generation of young learners. It is a must-read book for anyone involved in the education of pre-service teachers and in their ongoing professional development. -- Terri Hebert Ed.D, executive director of teacher preparation programs and associate professor of science education, School of Education, Indiana University South Bend

Author Information

Patrick M. Jenlink is Regents Professor in the Department of Secondary Education and Educational Leadership, James I. Perkins College of Education, Stephen F. Austin State University.

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