Search results for "Teacher identity"

Pre-service subject teachers’ personal teacher characterisations after the pedagogical studies

2020

This study explored how five pre-service subject teachers characterised themselves as teachers after completing their year-long pedagogical studies in a Finnish university. Our narrative analysis of the interview data showed that the students shared a social representation of a past teacher characterised by wide power and emotional distance between pupils and the teacher. The students differentiated themselves from this kind of teacher character, and rather positioned themselves as interactive and caring educators identifying with their own ideal teachers as well as meaningful learning experiences in the pedagogical studies. Consequently, the study showed that engaging pre-service subject t…

Teachers’ pedagogical and relational identity negotiation in the Finnish CLIL context

2017

Abstract This study explores the professional identity of Content and Language Integrated Learning (CLIL) teachers in Finnish primary education. It aims at explaining how CLIL teachers negotiate their pedagogical and relational identity, and how identity agency is exercised in negotiating a more encompassing professional identity. Thematic analysis of thirteen interviews outlines the bi-directional process of identity negotiation between personal and professional resources, and social contexts at work. The results highlight a connection between professional identity and agency, and suggest that identity negotiation is a process of working and sharing with others, but also individually.

Professional mathematics teacher identity: analysis of reflective narratives from discourses and activities

2012

Published verson of an article in the journal: Journal of Mathematics Teacher Education. Also available from the publisher at: http://dx.doi.org/10.1007/s10857-012-9216-1 This article focuses on the methodological use of reflective narratives from discourses and activities of an experienced primary teacher as evidence of her professional identity. The teacher’s reflective narratives emerge from her participation in a 3-year developmental and research project, Learning Communities in Mathematics, conducted at the University of Agder (UiA) in Norway. As background for our study, we firstly present the teacher in action with her sixth-grade pupils in a mathematics lesson, and then analyse sele…

Awareness and knowledge of cyberethics: A comparative study of preservice teachers in Malta, Norway, and Spain

2021

This paper explores the awareness and knowledge of cyberethics held by pre-service teachers across three European countries. The study was conducted via an online survey and yielded 1,131 responses from pre-service teachers in Malta, Norway, and Spain. The facets of cyberethics included in this study focused on behaving responsibly online, safeguarding privacy, respecting copyright, seeking consent of friends before posting images or videos on social media platforms, and considering their professional identity as future teachers when posting online. The findings indicate that pre-service teachers reported relatively similar levels of competence in applying copyright and respecting privacy r…

Addressing Complexity in Science|Environment|Health Pedagogy

2019

This paper aims to discuss complexity as a key feature for understanding the role of science knowledge in environmental and health contexts—a central issue in Science|Environment|Health pedagogy. Complex systems are, in principle, not predictable. In different contexts, ephemeral mechanisms produce different, sometimes completely unexpected results. The art of decision-making in complex contexts is to take scientific knowledge into account but to interpret its meaning in terms of concrete complex contexts. This is illustrated by four empirical studies on Science|Environment|Health issues, presented midway through this paper. The findings underscore the importance of introducing complexity i…

A work in progress : the development of teacher identity with English language student teachers

2010

Language teacher identities as socio-politically situated construction : Finnish and Brazilian student teachers’ visualisations of their professional…

2021

The process of envisioning the future is central to teachers’ identity construction, but different environments create distinct sociocultural conditions for the process. This qualitative study drawing on visual-textual methods compares Finnish and Brazilian student teachers’ desired and feared professional futures. Two different perspectives on future identities were detected: a desire for status and a desire for meaningfulness. The results revealed the radically different social status of teaching in the two countries and the role this played in the envisioned identities. The study highlights the importance of awareness of the socio-political nature of identity construction in developing t…