scholarly journals To feel a look, To see the flesh: Phenomenological reflections of a pierced and tattooed pre-service teacher

2013 ◽  
Vol 4 (2) ◽  
Author(s):  
Tanya Kristine Howard ◽  
Rebecca Lloyd
Keyword(s):  
Teacher Identity ◽  
Self Identity ◽  
Phenomenology Of Perception ◽  
Phenomenological Reflection ◽  
The Look ◽  
Pre Service Teacher

This phenomenological reflection invites us to consider what it feels like to be looked at, as a visibly pierced and tattooed pre-service teacher, by a supervising principal. Drawing from Maurice Merleau-Ponty’s phenomenology of perception, theories of the look in education forwarded by Madeleine Grumet, Michel Foucault’s notion of the disciplinary gaze and Luce Irigaray’s work on intersubjectivity, this article delves into the layers of meaning within a piercing moment. This inquiry thus fleshes out what it feels like to be seen as a body-modified teacher in comparison to that of the “expected teacher” image during a time of struggle when one’s newly-forming teacher identity clashes with one’s personal self-identity. It also provides context for better understanding, both palpably and politically, the sense of vision in education from various perspectives: looking within, looking down, the uniform look, the stereotypical look and the mutual look

Investigating pre-service teacher learning: transformations and artful mindshift

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Julie Arnold
Keyword(s):  
Teacher Learning ◽  
Professional Practice ◽  
Teacher Identity ◽  
Design Methodology ◽  
Initial Teacher Education ◽  
Content Type ◽  
Professional Educator ◽  
The World ◽  
Ethnographic Methodology ◽  
Pre Service Teacher

PurposeThis research explores the ways in which a pre-service teacher (Deidre) reflects on experiences to develop transformation into a professional educator. This study investigates how pre-service teachers engage in dialogue and art to elaborate and reflect on learning experiences, which provide evidence of mindshift and emergent knowledge and teacher identity.Design/methodology/approachOften difficult to measure and trace, this work presents the emerging transformation of a pre-service teacher through ethnographic methodology, stories and artful practice.FindingsAs part of a larger study, the design reveals transformative mindshift from pre-service teacher reflective stories. Data from interviews and artful practice reveal evidence of moments of pedagogical impact, which contribute to identity and professional practice (Clandinin et al., 2006; Loughran, 2006).Social implicationsFocusing on “what”, “when” and “how” transitions occur is explored to further understand the professional development in initial teacher education.Originality/valueBuilding on research undertaken by Cochran-Smith and Lytle (1999), this investigation draws on artful reflections and stories to evidence elements of powerful pedagogical learning in order to teach in the world of professional practice.

Artful praxis: experience, inquiry and consciousness

2019 ◽  
Vol 19 (4) ◽  
pp. 438-448
Author(s):  
Julie Arnold
Keyword(s):  
Qualitative Research ◽  
Teacher Education ◽  
Teacher Identity ◽  
Design Methodology ◽  
Research Data ◽  
Art Making ◽  
Critical Dialogue ◽  
Content Type ◽  
Ways Of Thinking ◽  
Pre Service Teacher

Purpose The purpose of this paper is to illuminate the way in which pre-service teachers adopt ways of thinking critically about learning and practice. It highlights the unfolding of critical dialogue, knowledge and artful action as a way of “reading the scene” (Pahl and McKenna, 2015). The focus concerns mindshifts that occur while learning to be a teacher. The study sets out to seek factors that contribute towards development as professional practitioner. Design/methodology/approach As part of a much larger study involving ten pre-service teachers, this paper focusses on just one participant named Meredith, a pre-service teacher in her fourth year of her teacher education course. The design constructed draws on the data from Meredith’s interview and conversation, art making and gestural activity while painting and communicating her stories. These narratives from interviews exist in this paper as vignettes and privilege of the interplay of art making, interview and gestural responses. Implementing a framework by Denzin (2001) enables a way of reading to note learning and epiphanic moments that exist for Meredith. Findings Moment of learning and themes are indicated and suggest that from the original interview there are 11 important moments of epiphanic mindshifts for Meredith. Originality/value The method as practice intends to make cogent links to new levels of consciousness by presenting innovative ways in which qualitative research data can be gathered and analysed. Meredith engages in mindshifts that occur as learner and also embraces experiences of praxis as a means of understanding self and teacher identity.

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 Non-normative corporalities and transgender identity in English as a Foreign Language student teachers

HOW ◽  
2020 ◽  
Vol 27 (2) ◽  
pp. 13-30
Author(s):  
Diego Ubaque-Casallas
Keyword(s):  
Foreign Language ◽  
Student Teachers ◽  
Student Teacher ◽  
Teacher Identity ◽  
International Research ◽  
The Self ◽  
Self Identity ◽  
Transgender Identity

Little international research exists on EFL (English as a Foreign Language) student teachers regarding transgender identity and non-normative corporalities. Similarly, few studies in Colombia have investigated the concept of teacher identity of transgender EFL student teachers to understand this dimension of identity. This study explores the transgender/blind identity of an EFL student teacher. The study took on identity as multiple and fluid to understand how transgender identity serves a lens to shape the process of becoming a teacher. Findings suggest that transgender identity is made from either experiences that modify or re-construct the self. The study revealed that the notion of gender is contested when the idea of transgender works as a personal mechanism to question the existing normativity of one’s own body and the self. Identity is then presented as a series of choices and performances situated in time that are validated in the transgender and blind condition.

scholarly journals Who am I? Developing Pre-service Teacher Identity in a Digital World

2016 ◽  
Vol 217 ◽  
pp. 851-857 ◽  
Author(s):  
Shaun Nykvist ◽  
Michelle Mukherjee
Keyword(s):  
Teacher Identity ◽  
Digital World ◽  
Pre Service Teacher
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