Teacher identity and agency in an era of accountability

2015 ◽  
Vol 21 (6) ◽  
pp. 700-719 ◽  
Author(s):  
Rebecca Buchanan
Keyword(s):  
Teacher Identity ◽  
Identity And Agency

scholarly journals Teacher identity and agency in language teaching: Adult ESL instructors as explorers

2020 ◽  
pp. 77-97
Author(s):  
Anna Sanczyk ◽  
Keyword(s):  
Teacher Identity ◽  
Institutional Environment ◽  
The United States ◽  
Language Teachers ◽  
Classroom Observations ◽  
Structured Interviews ◽  
Narrative Study ◽  
Teacher Identities ◽  
Adult Esl ◽  
Identity And Agency

As the world becomes more globalized, various social, cultural, and historical contexts are shaping teacher identities. Exploring teacher identities is essential in understanding experiences, interactions, and beliefs that influence language teachers’ practices inside and outside the classroom (Farrell 2011). This narrative study, conducted in a large urban community college located in the southeastern region of the United States, engaged seven adult ESL instructors in critical reflection on their assumptions, teaching, personal experiences, and an institutional environment. Data collection included semi-structured interviews, classroom observations, journal entries, and classroom observations, including notes about artifacts used in the lessons. The findings of this study highlight the relationship between teacher identity and agency in teaching culturally and linguistically diverse learners. Participants characterized themselves as explorers, who valued various cultural experiences and acted agentively to create culturally responsive lessons and an enriching learning environment. These findings have significant implications for language teacher training and further research.

“Every Teacher, a Caring Educator”: A Multimodal Discourse Analysis of a Teacher Recruitment Video in Singapore

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Ng Wan Qing Jessie ◽  
Teo Chin Soon Peter
Keyword(s):  
Teacher Identity ◽  
Teacher Recruitment ◽  
Teaching Profession ◽  
Ministry Of Education ◽  
Goods And Services ◽  
Multimodal Discourse Analysis ◽  
Multimodal Discourse ◽  
Identity And Agency ◽  
Private And Public ◽  
Caring Teacher

AbstractVideos are increasingly being used by organizations and corporations all over the world, both private and public, as an effective mode of communication to purvey their goods and services. One such organization is Singapore’s Ministry of Education (MOE), which has produced a series of video advertisements aimed at teacher recruitment. As official discourses, they represent one channel through which the MOE constructs and articulates its ideals and expectations of the teaching profession in Singapore. In recent years, the focus of the video advertisements has been on the “caring teacher.” This study aims to uncover the ideologies surrounding the construction of the caring teacher by investigating how teacher identity and agency are articulated through a teacher recruitment video. A multimodal discourse framework (

Creating the Wind

2020 ◽  
Vol 2 (4) ◽  
pp. 14-31
Author(s):  
Élodie Dupey García
Keyword(s):  
Indigenous Communities ◽  
The Body ◽  
Historical Sources ◽  
Natural Behavior ◽  
Sensory Experiences ◽  
Identity And Agency ◽  
Wide Range ◽  
Late Postclassic ◽  
Comparative Examination ◽  
Meteorological Phenomenon

This article explores how the Nahua of late Postclassic Mesoamerica (1200–1521 CE) created living and material embodiments of their wind god constructed on the basis of sensory experiences that shaped their conception of this divinized meteorological phenomenon. In this process, they employed chromatic and design devices, based on a wide range of natural elements, to add several layers of meaning to the human, painted, and sculpted supports dressed in the god’s insignia. Through a comparative examination of pre-Columbian visual production—especially codices and sculptures—historical sources mainly written in Nahuatl during the viceregal period, and ethnographic data on indigenous communities in modern Mexico, my analysis targets the body paint and shell jewelry of the anthropomorphic “images” of the wind god, along with the Feathered Serpent and the monkey-inspired embodiments of the deity. This study identifies the centrality of other human senses beyond sight in the conception of the wind god and the making of its earthly manifestations. Constructing these deity “images” was tantamount to creating the wind because they were intended to be visual replicas of the wind’s natural behavior. At the same time, they referred to the identity and agency of the wind god in myths and rituals.

How “Identity Play” Protects White Privilege

2018 ◽  
Author(s):  
Alison LaGarry ◽  
Timothy Conder
Keyword(s):  
Preservice Teachers ◽  
Teacher Identity ◽  
White Privilege ◽  
White Identity ◽  
Contested Spaces ◽  
Identity Studies ◽  
White Teacher ◽  
Ethnographic Analysis ◽  
Second Wave

This chapter, “How ‘Identity Play’ Protects White Privilege: A Meta-Ethnographic Methodological Test,” presents the findings of a 2013 meta-ethnographic analysis on White identity in preservice teachers (PSTs), as well as a methodological test of those findings in light of recent publications on Second-Wave White Teacher Identity Studies (SWWTIS). In the 2013 meta-ethnography, the authors first found a reciprocal argument in which the authors described similar tools or strategies by which White PSTs defended their own privilege. Through further reflexive interpretation, the authors then found a line of argument that situated the multiple theories used in the studies as contested spaces in a larger figured world of whiteness. In testing findings from 2013 against recently published studies on SWWTIS, the authors found that the earlier study anticipated a shift in thinking and theorizing within the field.

scholarly journals “I Do Belong Here”: Identity Perceptions of Postgraduate Music Education Majors

2019 ◽  
Vol 29 (1) ◽  
pp. 56-70
Author(s):  
Crystal Sieger
Keyword(s):  
Identity Development ◽  
Music Education ◽  
Teacher Identity ◽  
Teacher Educators ◽  
Teaching Profession ◽  
Music Teacher ◽  
Music Teacher Identity ◽  
Group Interviews ◽  
Axial Coding ◽  
Music Education Majors

Students choosing to enter the music teaching profession after having already obtained undergraduate degrees in other music fields may experience unique forms of socialization and teacher identity development. Participants were four students enrolled in a 3-year master’s program with a music teacher licensure component. Through individual and focus group interviews, participants shared their perspectives on program experiences, course elements, and interactions with peers and professors as important influences on their developing music teacher identity. I examined the data for emerging patterns and applied open and axial coding to the most prominent responses, resulting in themes centered on participants’ socialization experiences, desire for independence, need for self-justification, and “outsider” status among peers. To combat lack of peer recognition or support, participants developed strong, collaborative relations with each other. Implications for music teacher educators are considered.

Preservice Music Teacher Identity Construction Through Metaphor

2020 ◽  
pp. 105708372098227
Author(s):  
Cynthia L. Wagoner
Keyword(s):  
Preservice Teachers ◽  
Identity Construction ◽  
Teacher Identity ◽  
Instrumental Music ◽  
Methods Course ◽  
Learning Context ◽  
Context Learning ◽  
Instrumental Methods ◽  
The Impact ◽  
Authentic Context

I investigated how preservice instrumental music teachers understand and describe their teacher identity through the use of metaphor in a one-semester instrumental methods course emphasizing authentic context learning. Twenty-five third-year instrumental methods course music education students created a personal metaphor to explore their professional identity construction. Preservice teacher metaphors were revisited throughout the semester, while students participated in an authentic context learning experience in an urban instrumental music classroom. Data sources included student artifacts, informal interviews, and observation/field notes. The impact of teaching within an authentic learning context appears to enrich the ways in which preservice teachers are able to articulate details of their metaphor descriptions. Through their reflections across the semester, preservice teachers demonstrated how personal metaphors were used to restructure their understandings of teacher identity and capture some of the complexities of becoming teachers.

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