Cognitive coaching: a powerful supervisory tool to increase teacher sense of efficacy and shape teacher identity

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.

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New Principals in an Urban Bureaucracy: A Sense of Efficacy

Journal of School Leadership ◽

10.1177/105268469600600605 ◽

1996 ◽

Vol 6 (6) ◽

pp. 661-690 ◽

Cited By ~ 15

Author(s):

Karen Osterman ◽

Susan Sullivan

Keyword(s):

Organizational Support ◽

Role Models ◽

School Change ◽

Organizational Context ◽

Leadership Behavior ◽

Sense Of Self ◽

Organizational Factors ◽

Internal Factors ◽

Mediating Role ◽

Sense Of Efficacy

As principals assume their roles in an urban bureaucracy, what are some of the personal and organizational factors that support or restrict their efforts to bring about school change? Based on interviews with newly appointed principals, this study concludes that external and internal factors interact to influence leadership behavior. External factors, particularly role models, district expectations, and personal and organizational support, influence principals’ sense of self-efficacy. This internal factor, in turn, appeared to play an important mediating role influencing principals’ interpretation of the organizational context and their problem-solving processes.

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

Journal of Music Teacher Education ◽

10.1177/1057083719865890 ◽

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.

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Preservice Music Teacher Identity Construction Through Metaphor

Journal of Music Teacher Education ◽

10.1177/1057083720982278 ◽

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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NICU and postpartum nurse perspectives on involving fathers in newborn care: a qualitative study

BMC Nursing ◽

10.1186/s12912-021-00553-y ◽

2021 ◽

Vol 20 (1) ◽

Author(s):

Katharine W. Buek ◽

Dagoberto Cortez ◽

Dorothy J. Mandell

Keyword(s):

Qualitative Study ◽

Father Involvement ◽

Perinatal Care ◽

Healthcare Providers ◽

Newborn Care ◽

Small Scale ◽

Structured Interviews ◽

Provider Attitudes ◽

Attitudes And Practices ◽

Sense Of Efficacy

Abstract Background Perinatal care nurses are well positioned to provide the education and support new fathers need to navigate the transition to fatherhood and to encourage positive father involvement from the earliest hours of a child’s life. To effectively serve fathers in perinatal settings, it is important to understand the attitudes, beliefs, and behaviors of healthcare providers that may encourage and engage them, or alternatively alienate and discourage them. Methods This qualitative study involved structured interviews with ten NICU and postpartum nurses from hospitals in two large Texas cities. The interview protocol was designed to elicit descriptive information about nurses’ attitudes and beliefs, sense of efficacy and intention for working with fathers, as well as their father-directed behaviors. Nurses were recruited for the study using a purposive sampling approach. Interviews were conducted by telephone and lasted approximately 25 to 35 min. Data were analyzed using a qualitative descriptive approach. Results Overall, study participants held very positive subjective attitudes toward fathers and father involvement. Nevertheless, many of the nurses signaled normative beliefs based on race/ethnicity, gender, and culture that may moderate their intention to engage with fathers. Participants also indicated that their education as well as the culture of perinatal healthcare are focused almost entirely on the mother-baby dyad. In line with this focus on mothers, participants comments reflected a normative belief that fathers are secondary caregivers to their newborns, there to help when the mother is unavailable. Conclusions Nurse attitudes and practices that place mothers in the role of primary caregiver may be interpreted by fathers as excluding or disregarding them. Further research is needed to validate the results of this small-scale study, and to assess whether and how provider attitudes impact their practices in educating and engaging fathers in newborn care.

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