Professional learning and identities in teaching : international narratives of successful teachers / Edited by A. Cendel Karaman and Silvia Edling.

Format:

Book

Contributor:

Karaman, A. Cendel, editor.

Edling, Silvia, editor.

Series:

Routledge research in teacher education.

Routledge Research in Teacher Education

Language:

English

Subjects (All):

Teachers--Training of.

Teachers.

Identity (Psychology).

Narrative inquiry (Research method).

Physical Description:

1 online resource (221 pages).

Edition:

First edition.

Place of Publication:

Abingdon, Oxon ; New York, NY : Routledge, 2021.

Summary:

"This book explores the reflective potentialities offered by analyses of teachers' professional learning narratives. The book has a specific focus on narratives on professional learning and professional identities emerging from different contexts and gives a deeper understanding of successful teachers' narratives globally. Diverging from universally standardized constructions of idealized teacher identity and professional learning, the book provides analyses of a diversified set of cases with detailed descriptions of each teacher's idiographic and professional context to gain a deeper understanding of situated professional identities. With contributions from a range of international backgrounds, it shows teachers of various age groups, subject areas and curricula contribute their narratives to help readers reflect on different trajectories towards becoming a teacher. These narratives provide insight into and a deeper understanding of the conditions and complex processes that being a 'successful' teacher involves within these case studies, providing a useful contribution to the field of teacher education. Professional Learning and Identities in Teaching: International Narratives of Successful Teachers will be of great interest to researchers, academics and post-graduate students of teacher education and international and comparative education"-- Provided by publisher.

Contents:

Cover

Endorsement Page

Half Title

Title Page

Copyright Page

Table of Contents

Acknowledgments

Author biographies

Introduction

Inquiring into constructions of successful teaching within the field of education

Situating the teaching profession in relation purposes of education

Professional development trajectories and identities

Studying narratives of teachers

Conclusion

References

Chapter 1: Remaining a student of teaching forever: Critical reflexive insights from a lifetime of multiple teacher identities in the Republic of Ireland

Methodology

Education as a field of radical possibility

Performativity in teacher education in Ireland

Why teacher identities need the political

My critical insights from the field of practice

Teacher in a secondary school

Regional support officer to schools

Educational researcher at the university

Chapter 2: From success/failure binaries to teaching for justice: Conceptualizing education as access, responsibility, dignity, and transparency

Success, failure, and measurement

Modes of inquiry: Autoethnography

On the (im)possibility of teacher success: Modernism, binaries, and universal understandings

Eugenics, efficiency, and segregation

Systems and being acquired by success/failure binaries

Educational modernisms: Universal, linear, and sequential

Sameness as justice

Conclusion: Teaching for justice-access, responsibility, dignity, transparency

Chapter 3: Teacher narratives as counter-narratives of successful teaching

Deconstructing "grand" narratives of successful teaching

Successful teaching, pedagogy, and teacher education

The place of/for teacher narratives.

Midwifery in action: Giving birth to the concept of successful teaching

Counter-narratives of successful teaching

Learning with students and responding to each of them with the purpose of inclusion of all

Contextualized curriculum and assessment at the service of advancing learning

Continuous personal and professional investment

A collaborative culture among peers and with families

Structured reflection over time fueled by writing

Conclusion: Deterritorializing teacher education and successful teaching

Acknowledgements

Chapter 4: "If I can do it at this school, you can put me anywhere" : Case studies from Australian graduate teachers in diverse and challenging schools

The National Exceptional Teachers for Disadvantaged Schools (NETDS) program

The role of the researcher

Case study selection

Melissa-"tune into the signs"

Max-"Short sharp and shiny"

Anna-"Everyone in it together"

Chapter 5: Professional development of EFL teachers through reflective practice in a supportive community of practice

Collegiality in professional development

Research design

Participants and contextual background

The trajectories of professional development over a year

Masato's context

Masato's initial struggle and teacher beliefs

Kenta's context

Kenta's initial concern and teacher beliefs

Co-constructing meaning in a collaborative community of practice

Kenta's case

Masato's case

Chapter 6: Looking back with pride-looking forward in hope: The narratives of a transformative teacher

Who is a transformative teacher?

What is professional identity?

Why do we need a study on the narratives of a transformative teacher?.

How did I conduct this study?

Who is this transformative teacher? &amp

My role as a researcher

How did this transformative EFL teacher's professional identity emerge?

Having a similar background with students

Becoming a leader

Having a self-transformational experience which enabled her to become a teacher

How did this transformative teacher enact her professional identity in her school life?

Having a strong sense of work ethics

Having working relationships through effective communication

Seeing teaching as a both transformative and affective practice

Conclusion: What can be concluded from this transformative teacher's stories?

Chapter 7: Understanding a teacher's professional identity through pedagogical rhythm

Context, method, key concepts, and the rationale of the study

Hannah's overall ambitions

Hannah's view on more short-term objectives in educational situations

The contours of a pedagogical rhythm-describing Hannah's teachership

Hannah's thoughts on shifts of objectives including a self-critique

Understanding Hannah's teachership-her pedagogical rhythm

Chapter 8: Revisiting selves through a "success" perspective: An autoethnographic quest of a language teacher across intercultural spaces

Introduction: A personal conceptualization of "successful teaching/teacher"

The method giving voice to my narrative

The design for tracing the narratives

An introduction to an ongoing narrative

Discovering otherness

Navigating in the third space

Pre-sojourn aspirations

While sojourn

Post sojourn implications

Peripheral to central participation

Chapter 9: Path toward the construction of a professional identity: A narrative inquiry into a language teacher's experiences.

Introduction: Identity

Formation of identity-in-practice

Narrative inquiry for studying teacher identity

Method

A narrative analysis of Elif's identity construction

Elif's path toward becoming a professional teacher

Elif's construction of teacher identity

Discussion

Participation, reification, competence, and multimembership

Learning as identity, interconnectedness of local and global relations

Transformative teacher professionalism

Chapter 10: "Successful teaching": Neoliberal influences and emerging counter-narratives

Mode of inspiration: Critical discourse studies

A brief introduction to neoliberalism and theories of neoliberalism 1

Neoliberal influences on educational domains and the construction of "successful teaching"

Emerging counter-narratives confronting the neoliberal influence on teaching

Conclusion: Context, interconnectedness, balance, and risk in teachers' narratives

So what does it mean to be an excellent teacher?

An awareness of change, relations, and complexity in everyday practice

The importance of paying regard to various purposes and contexts

The interconnectedness of entities

The importance of balancing various often dilemmatic aspects in education

The presence of risk in education

The existence of multiple and holistic teacher identities

Brief summing up

Index.

Notes:

Description based on print version record.

ISBN:

1-00-302845-4

1-003-02845-4

1-000-37415-7

1-000-37421-1

9781003028451

OCLC:

1241450715