scholarly journals "Do all roads lead to Rome?": The influence of two different higher education programmes on beginner teacher identity

2021 ◽  
Author(s):  
Mické van der Westhuizen ◽  
Yolandi Woest
Keyword(s):  
Identity Development ◽  
Teacher Identity ◽  
Possible Selves ◽  
Practical Experience ◽  
Full Time ◽  
Part Time ◽  
Possible Selves Theory ◽  
Beginner Teachers ◽  
Inductive Thematic Analysis

In this qualitative case study, we explored the experiences of beginner teachers who chose two different routes-full-time and part-time studying-on the journey to becoming teachers and we report on the influences of this choice on their emergent beginner teacher identities. We purposefully selected two groups of participants, each consisting of three who studied full-time and three who studied part-time. The latter worked part-time at schools or in similar educational contexts while they were studying. Epistemologically underpinned by the interpretivist paradigm, we employed the Possible Selves theory (Marcus & Nurius, 1986) as the theoretical lens. Inductive thematic analysis of data demonstrated three main themes. First, data showed a distinct divergence between the perceptions of initial beginner teacher identity states in the two groups of participants. Second, both groups of participants agreed that time is a significant factor in the complex psychological processes required for the construction of a beginner teacher identity. Third, both groups strongly considered practical experience as an essential factor for beginner teacher identity development.

Metaphors and Methods

2022 ◽  
pp. 305-322
Author(s):  
Corinne Barger
Keyword(s):  
Identity Development ◽  
Teacher Identity ◽  
Possible Selves ◽  
Contemporary Literature ◽  
The Self ◽  
Dynamic Nature ◽  
Methodological Choices ◽  
Future Selves ◽  
Different Types ◽  
Possible Selves Theory

It is widely understood that the development of a teacher identity for individuals transitioning into teaching is important, and therefore substantial research has been produced looking at teacher identity development. Much of this research is conducted using the possible selves theory as its framework. Nevertheless, with the self and identity being widely interpreted concepts with no consentaneous definition, researchers lean on metaphorical language at times to semantically represent the meaning of the future selves. This chapter reviews contemporary literature, discussing how different metaphors used to talk about the self, influence the methodological choices made within the study. Different types of metaphors used led to a heavier emphasis on either the integrative, temporal, or dynamic nature of the possible selves theory.

scholarly journals Exploring the Relationships between Possible Selves and Early Teacher Identity of Turkish Pre-service Teachers

2020 ◽  
Vol 6 (3) ◽  
pp. 94-115
Author(s):  
Cahit Erdem
Keyword(s):  
Identity Development ◽  
Teacher Identity ◽  
Structural Equation ◽  
Possible Selves ◽  
Equation Modeling ◽  
Medium Level ◽  
Negative Effect ◽  
Teacher Professional ◽  
Possible Selves Theory ◽  
Pre Service Teacher

Pre-service teacher (PST) education at higher education institutions is pivotal to early teacher identity development. Possible selves theory presents a framework for understanding teacher professional identity, which is theoretically supported but not empirically tested sufficiently. This study set out to examine PSTs’ early teacher identity in the Turkish context and the expected and feared possible selves of PSTs as predictors of early teacher identity through structural equation modeling based on empirical data from 350 freshmen and senior PSTs. The results suggest that PSTs’ expected teacher possible selves have a medium level significant and positive effect on early teacher identity, while feared teacher possible selves have a low level significant and negative effect on early teacher identity. PSTs’ early teacher identity and possible selves were found as very high, which is also examined in terms of gender, grade, and department variables. The results are discussed, and suggestions are offered for pre-service teacher education.

scholarly journals Exploring producers' motivations and challenges within a farmers' market

2020 ◽  
Vol 122 (7) ◽  
pp. 2089-2103
Author(s):  
Rosario Michel-Villarreal ◽  
Eliseo Luis Vilalta-Perdomo ◽  
Martin Hingley
Keyword(s):  
Design Methodology ◽  
Farmers Markets ◽  
Full Time ◽  
Structured Interviews ◽  
Farmers Market ◽  
Content Type ◽  
Food Supply Chains ◽  
Part Time ◽  
Short Food Supply Chains

PurposeThe purpose of this study is to explore food producers' motivations and challenges whilst participating in short food supply chains (SFSCs). This paper compares findings with previous literature and investigates the topic in the context of producers' motivations.Design/methodology/approachThe paper includes a literature review concerning producers' motivations to engage in SFSCs. A case study was designed to investigate motivations underlying producers' engagement in SFSCs, as well as the challenges that they face. Semi-structured interviews were conducted in a farmers' market located in Mexico. Thematic analysis is used to identify the principal issues for producers'. Propositions based on findings are presented.FindingsFindings suggest that small, large, part-time and full-time producers are willing to engage with farmers' markets for diverse primary economic and non-economic motivations. Individual and collective challenges were also identified.Originality/valueThis research helps to explain producers' motivations and challenges within SFSCs in an under-researched context, namely a focus on producers' and in the Global South.

A Longitudinal Perspective of Early Career Music Teachers: Contexts, Interactions, and Possible Selves

2017 ◽  
Vol 27 (2) ◽  
pp. 52-66 ◽  
Author(s):  
William Dabback
Keyword(s):  
Student Teaching ◽  
Teaching And Learning ◽  
Music Teachers ◽  
Possible Selves ◽  
Music Educators ◽  
Early Career ◽  
Personal Experiences ◽  
Multiple Case ◽  
Possible Selves Theory

The purpose of this multiple case study was to follow the development of three music educators during their student teaching semesters and into the first years of their careers. Possible selves theory provided a framework for exploring the links between cognition, expectations, and motivation. Interviewees negotiated their social and physical contexts, which in turn shaped their self-images and conceptions of teaching and learning. Identities were constructed through personal experiences and formal study with significant others, including influential teachers, cooperating teachers, and colleagues. In these respects, classrooms served as the laboratories in which teachers learned how to build crucial relationships with their students, tested and reshaped emerging identities, and based actions and evaluation on their possible selves.

Using possible-selves theory to understand the identity development of new teachers

2010 ◽  
Vol 26 (7) ◽  
pp. 1349-1361 ◽  
Author(s):  
Doug Hamman ◽  
Kevin Gosselin ◽  
Jacqueline Romano ◽  
Rommel Bunuan
Keyword(s):  
Identity Development ◽  
New Teachers ◽  
Possible Selves ◽  
Possible Selves Theory

Flexibility trap – the effects of flexible working on the position of female professionals and managers within a corporate environment

2015 ◽  
Vol 30 (3) ◽  
pp. 225-238 ◽  
Author(s):  
Lenka Formánková ◽  
Alena Křížková
Keyword(s):  
Full Time ◽  
Flexible Work ◽  
Corporate Environment ◽  
Content Type ◽  
Flexible Working ◽  
Time Work ◽  
Part Time ◽  
Managerial Positions ◽  
Female Professionals

Purpose – The aim of this paper is to analyse the experience of female part-time professionals with employee and managerial positions with the utilisation of flexible work arrangements in a corporate environment in the country with a full-time dominated work culture. The data represent a rare case study of the work environment in a Czech branch of one multinational company. This paper focusses on the position of female employees working part-time in professional and managerial positions. The reason for such an arrangement is their attempt to combine career and care for pre-school children. This paper evaluates the effects of flexible work policies in an environment where part-time work for female professionals is rarely available and, therefore, precious. In particular, this paper discusses conditions under which these arrangements are available and its impact on gender equality. Design/methodology/approach – The paper represents a rare case-study of an organisational environment. The seven analysed interviews derive from a larger study on the corporate environment which included 35 interviews and a series of participatory observations. In the analysis, the following questions are discussed: What is the position of employees working within flexible working arrangements in a specific corporate culture? Which aspects of flexible working arrangements affect the professional recognition and evaluation of the employees? To what extent and how do flexible working arrangements affect employee satisfaction with their working and private lives? Findings – The data reveal the diverse and often subtle forms of discrimination and exploitation of working mothers, who use the flexible working arrangement as a work-family reconciliation strategy. Female employees working with alternative working arrangements do not have equal bargaining power in comparison to other employees, regardless of whether they are professionals, and sometimes in managerial positions. At the formal level, the part-time professionals are restricted in pay and in access to the company benefits. In the informal relations within the workplace, their work lacks of sufficient recognition of colleagues and superiors. Overall, part-time work for female professionals and managers leads to an entrapment between the needs of their family and the expectations of their employer. Practical implications – The research reveals the practical limitation in introducing policies the work-life reconciliation policies. The results show the need to focus on promoting better conditions for employees working part-time. Also, it shows that managerial and highly demanding professional positions can be executed on a part-time basis if the work environment is open towards accepting this arrangement. Moreover, the findings outline the possibilities of developing workplace practices in the Czech Republic in a woman-friendly direction. Social implications – Specific legislative arrangements should be enacted, providing better protection for employees in non-standard employment. At the same time, the incentives for employers to enable part-time working arrangements should be provided. Originality/value – The amount of research on female professionals working part-time or from home is rather limited in context of the post-communist countries. The paper discusses the “double” tokenism of the women working in the leadership positions and at the same time in flexible working arrangements in the full-time working culture.

scholarly journals Sustainability of Professional Development: A Longitudinal Case Study of an Early Career ESL Teacher’s Agency and Identity

2021 ◽  
Vol 13 (16) ◽  
pp. 9025
Author(s):  
Jing Huang
Keyword(s):  
Professional Development ◽  
Hong Kong ◽  
Teacher Identity ◽  
Teaching Profession ◽  
Early Career ◽  
Teacher Agency ◽  
Full Time ◽  
Longitudinal Case Study ◽  
School Contexts

This paper reports on a longitudinal case study of a Hong Kong early career ESL (English as a second language) secondary teacher, Joyce (pseudonym), who experienced different stages of personal–professional development over seven–eight years (August 2013–December 2020), as follows: (1) entering, and engaging, in teaching for five–six years, upon graduation from a local teacher education BA degree program in summer 2013; (2) resigning from her full-time teaching position and leaving the teaching profession, in response to an “insulting” classroom revisit in her third school; (3) working in an NGO for a short time, after “recovery” from the “insulting” event; and (4) weighing possibilities for resuming teaching, after leaving the NGO in 2019. Drawing on multiple data that were collected over seven–eight years, including interviews, informal communications, and autobiography, this study aimed to examine the issues of teacher attrition and sustainable professional development, in relation to teacher agency and teacher identity, in Hong Kong secondary school contexts. The findings revealed that school and social contexts intertwined with personal experiences, culminating in Joyce’s leaving or staying in the teaching profession. Through focusing on Joyce’s long-term experiences of becoming and being an ESL teacher, the findings shed light on the affordances for, and constraints upon, teacher agency and teacher identity in school contexts.

Understanding EFL Instructor Identity Changes During Online Teaching in the COVID-19 Pandemic: A Case Study in China

RELC Journal ◽  
2021 ◽  
pp. 003368822110666
Author(s):  
Kaihao Yuan ◽  
Shuwen Liu
Keyword(s):  
Identity Development ◽  
Teacher Identity ◽  
Online Teaching ◽  
Social Representation ◽  
Online Classes ◽  
Personal Experiences ◽  
Social Representation Theory ◽  
Identity Changes ◽  
First Time

The outbreak of COVID-19 witnesses a sudden surge of fully online classes globally. Scholarly attention has promptly shifted to explore the personal experiences and perceived challenges of students and teachers. For English as a Foreign Language (EFL) instructors around the world, many are required to teach online for the first time, yet studies on their teacher identity development in online teaching contexts remain limited. To address this gap, the researchers conducted a case study of three EFL instructors in a Chinese university within an online semester to understand how their online teacher identities developed and shifted. The concepts of ‘imagined and practiced identity’ and social representation theory have been adopted as the conceptual framework. The findings revealed the trajectories of three online EFL instructors as their imagined identities evolved and renegotiated into their practiced ones based on individual and contextual factors. The findings reveal a lack of rule-based identities from the participants and highlight the need for pedagogical and psychological support for EFL teachers when they transition to an online context. Recommendations are made accordingly.

Architecture in the UK: a study in professional entry-routes and entry-gates

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Stan Lester
Keyword(s):  
Professional Education ◽  
Full Time ◽  
Content Type ◽  
Current State ◽  
Regulatory Frameworks ◽  
Part Time ◽  
Evolving Context ◽  
The 1960S ◽  
The Uk

PurposeThis paper examines architecture as an example of the evolving context of qualifying routes in UK professions.Design/methodology/approachThe background and current state of architectural education, qualifying routes and regulatory frameworks in the UK is presented as a case-study, and compared with practices in professional education and qualifying more generally including the use of Degree Apprenticeships.FindingsArchitecture has since the 1960s maintained an entry-route that is premised on periods of full-time academic study plus full-time practice. While a minority part-time version of this route has always existed (and is now being expanded through Degree Apprenticeships), variations seen in other professions such as experienced practitioner entry and accelerated routes from cognate fields have so far been lacking. Pressures for reform are emerging both from external changes affecting the profession and from the high cost of qualifying in relation to median incomes in the sector.Practical implicationsThere is a need for more flexible and less expensive routes to qualifying as an architect, with substantial scope to use practices from other professions and areas of higher education to recognise existing levels of competence and improve crossover with other design and construction fields.Originality/valueThis is the first review of architectural qualifying requirements that has been made in the context of professional entry more generally.

Application of Design of Experiment and Computer Simulation to Improve the Color Industry Productivity: Case Study

2014 ◽  
Vol 68 (4) ◽  
Author(s):  
Seyed Mojib Zahraee ◽  
Shahab Shariatmadari ◽  
Hadi Badri Ahmadi ◽  
Saeed Hakimi ◽  
Ataollah Shahpanah
Keyword(s):  
Resource Utilization ◽  
Design Of Experiment ◽  
Production Line ◽  
Controversial Issues ◽  
Full Time ◽  
Manufacturing Companies ◽  
Part Time ◽  
High Level ◽  
Process Productivity

One of the controversial issues in manufacturing companies is bottleneck. Managers and engineers try to deal with this difficulty to improve the productivity such as increasing resource utilization and throughput. One color factory is selected as a case study in this paper. This company tries to identify and decrease the bottlenecks in the production line. The goal of this paper is building the simulation model of production line to improve the productivity by analyzing the bottleneck. To achieve this goal, statistical method named design of experiment (DOE) was performed in order to find the optimum combination of factors that have the significant effect on the process productivity. The analysis shows that all of the main factors have a significant effect on the production line productivity. The optimum value of productivity is achieved when the number of delpak mixer (C) and number of lifter (D) to be located at high level that is equal to 2 and 2 respectively. The most significant conclusion of this study is that 3.2 labors are required to reach maximum productivity based on the resource utilization and cost. It means that 3 full time labors and one part time labor should be employed for the production line. 

Sign in / Sign up

Export Citation Format

Share Document