Circumventing erosion of professional learner identity development among beginning teachers

Game-Based Pedagogy and Learner Identity Development

10.4018/978-1-7998-7271-9.ch031 ◽

2022 ◽

pp. 606-629

Author(s):

Fritz Ngale Ilongo

Keyword(s):

Identity Development ◽

Media Literacy ◽

Personality Development ◽

Basic Research ◽

Literacy Skills ◽

Technology Literacy ◽

Learner Identity ◽

Positive View ◽

Analytic Psychology ◽

Theoretical Analyses

This chapter explores the potentially negative and positive impacts of game-based pedagogy on personality development. The methodology of this chapter is qualitative basic research, while the theoretical framework is critical theoretical analyses, articulated around psychodynamic theory, analytic psychology, and positive psychology. The negative view of game-based personality development presupposes ‘learners for technology' or the pessimistic view, while the positive view of game-based personality development considers ‘technology for learners' as being a perspective which facilitates media literacy, higher order thinking, higher emotional intelligence, and pro-social behaviors. The conclusion is that the positive view of game-based personality development would facilitate learners' effective and efficient acquisition of 21st century literacy skills, that is, information literacy, media literacy, and technology literacy.

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A study of three Indonesian teachers’ participation in a US graduate program

Indonesian JELT ◽

10.25170/ijelt.v12i1.1460 ◽

2017 ◽

Vol 12 (1) ◽

pp. 39-59

Author(s):

Nugrahenny T. Zacharias

Keyword(s):

Identity Development ◽

Identity Construction ◽

Teacher Identity ◽

Graduate Program ◽

Service Program ◽

Learner Identity ◽

Identity Shift ◽

Nonnative Speaker ◽

The Us ◽

Per Se

Many research have focused on the identity construction of Asian teachers (see, among others, Chang, 2004; Cui, 2006; Ha & Que, 2006; Tang, 1997; and Tsui, 2007). Among all these, studies focusing on Indonesian teacher identity construction are rare. Thus, the study aimed at filling the gap. The study examined the identity development of three Indonesian English teachers navigating in an in-service program in the US. The study found that their identities varied with one subject experienced identity shift while others illustrate the case of identity as relatively permanent. Whereas previous studies on L2 teachers have focused primarily on the construction of teacher identity per se, the findings of the study indicated that the construction of the three Indonesian teacher identities were grounded in other identity options such as nonnative speaker, gender as well as learner identity.

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Contextualizing the Identity Development of Preservice Elementary Mathematics Teachers in Methods Courses and Mentor Teacher Support

Journal of Education and Development ◽

10.20849/jed.v1i1.248 ◽

2017 ◽

Vol 1 (1) ◽

pp. 24 ◽

Cited By ~ 1

Author(s):

Hyun Jung Kang ◽

Dan Battey

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

Identity Development ◽

Beginning Teachers ◽

Student Teaching ◽

Mathematics Teachers ◽

Prospective Teachers ◽

Mentor Relationships ◽

Identity Constructions ◽

Practice Knowledge

Drawing on a situative perspective, this study explores how preservice elementary teachers develop themselves as teachers of mathematics and critical experiences in their identity development, in particular, from teacher education coursework through their student teaching experiences. Through two cases, this study reveals that mentor relationships were critical in shaping preservice teachers’ identities as mathematics teachers and in building their initial mathematics teaching practices. Findings suggest that successful mentoring is necessary, and this generally requires sharing common goals, receiving feedback, and having opportunities to practice knowledge, skills, and identities on the part of beginning teachers. This study adds to the field of teacher education research by focusing on prospective teachers’ identity constructions in relation to their communities of practice, and also by emphasizing the role of mentors in preservice teachers’ identity development.

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Tensions in beginning teachers’ professional identity development, accompanying feelings and coping strategies

European Journal of Teacher Education ◽

10.1080/02619768.2012.696192 ◽

2013 ◽

Vol 36 (3) ◽

pp. 240-260 ◽

Cited By ~ 82

Author(s):

Marieke Pillen ◽

Douwe Beijaard ◽

Perry den Brok

Keyword(s):

Identity Development ◽

Beginning Teachers ◽

Professional Identity ◽

Coping Strategies ◽

Professional Identity Development ◽

And Coping

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Identity Exploration and Commitment of Albanian Youth as a Function of Social Opportunity Structure

European Psychologist ◽

10.1027/1016-9040.11.4.268 ◽

2006 ◽

Vol 11 (4) ◽

pp. 268-276 ◽

Cited By ~ 2

Author(s):

Aida Orgocka ◽

Jasna Jovanovic

Keyword(s):

High School ◽

High School Students ◽

Identity Development ◽

Youth Development ◽

Female Students ◽

Male Students ◽

Opportunity Structure ◽

School Students ◽

Identity Exploration

This study examined how social opportunity structure influences identity exploration and commitment of Albanian high school students. A total of 258 students completed a questionnaire that gauged their identity exploration and commitment in three domains: education, occupation, and family. ANOVA results indicated that, overall, students scored highest in exploration in the domain of education and in commitment in the domain of family. Students' exploration and commitment were linked to gender. Albanian female students scored higher than male students in exploration and commitment regarding education and family. Perceived work opportunities in Albania or abroad also significantly moderated participants' exploration in the domain of education and were associated with commitment in education and occupation. As one of the first studies to explore Albanian youth's identity development in relation to social opportunity structure, findings are discussed in light of furthering the field of Albanian adolescent and youth development.

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I Want to Be Like You

Social Psychology ◽

10.1027/1864-9335/a000090 ◽

2012 ◽

Vol 43 (3) ◽

pp. 115-126 ◽

Cited By ~ 4

Author(s):

Christina Matschke ◽

Kai Sassenberg

Keyword(s):

Social Identity ◽

Identity Development ◽

Self Regulation ◽

Active Role ◽

Social Identification ◽

Social Self ◽

Approach And Avoidance ◽

Internal Motivation ◽

Avoidance Strategies ◽

Social Identity Development

Entering a new group provides the potential of forming a new social identity. Starting from self-regulation models, we propose that goals (e.g., internal motivation to enter the group), strategies (e.g., approach and avoidance strategies), and events (e.g., the group’s response) affect the development of the social self. In two studies we manipulated the group’s response (acceptance vs. rejection) and assessed internal motivation as well as approach and avoidance strategies. It was expected, and we found, that when newcomers are accepted, their use of approach strategies (but not avoidance strategies) facilitates social identification. In line with self-completion theory, for highly internally motivated individuals approach strategies facilitated social identification even upon rejection. The results underline the active role of newcomers in their social identity development.

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