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 "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.

Adult Immigrant Journeys: Occupational Downgrading and Continuously Evolving Selves

2021 ◽  
Vol 32 (1) ◽  
pp. 5-16
Author(s):  
Jan Adversario
Keyword(s):  
Adult Learning ◽  
Phenomenological Study ◽  
Possible Selves ◽  
Professional Experiences ◽  
Future Selves ◽  
Research Questions ◽  
Qualitative Phenomenological ◽  
Adult Immigrants ◽  
Possible Selves Theory ◽  
Qualitative Phenomenological Study

This qualitative phenomenological study examined the occupational downgrading experiences of six adult immigrants. Occupational downgrading happens when an individual’s occupation post immigration does not match his or her education credentials and previous professional experiences. The goal is to make sense of the participants’ narratives through the lens of possible selves theory. Therefore, the research questions guiding this study were (1) How do occupational downgrading experiences of immigrants shape their integration to the U.S. workforce? and (2) How can we make sense of the participants’ narratives through the lens of possible selves theory? Phenomenological interviews served as the main source for data collection. In addition, artifacts allowed the participants to enrich their stories. Themes that emerged from the participants’ occupational downgrading experiences include underemployment, shift in status, language barrier, feeling of discrimination, and lack of inspiration at the new job. Looking at past, present, and future selves, the participants’ narratives were examined first through identity transition processes: separation, transition, and reincorporation. The study adds to a developing body of literature focusing on the possible selves of adult immigrants experiencing occupational downgrading. In particular, they inform who is participating in adult education. Likewise, this study centralizes the immigrant as participant to adult learning; it provides new narratives of adults in transition.

Teacher Identity Development of Non-Education-Degree Individuals

2018 ◽  
pp. 287-312
Author(s):  
Tran Le Huu Nghia ◽  
Kien Trung Le
Keyword(s):  
Identity Development ◽  
Teacher Identity ◽  
Teaching Profession ◽  
Teacher Education Programs ◽  
Professional Identities ◽  
Education Programs ◽  
Teacher Identities ◽  
Teaching Competence ◽  
Future Selves ◽  
Education Degree

This chapter reports on the analysis of the narratives of two non-education-degree teachers to highlight the process of their teacher identity development. The analysis showed that their teacher identities were initially developed during their childhood, but then overshadowed by aspirations to have other professional identities; therefore, they did not enroll in teacher education programs. Upon graduation, they entered the teaching profession either accidentally or deliberately. Their teacher identities were shaped via active participation in teaching and professional development activities, and their ability to negotiate between their teaching competence and the practice required in the school. After their teacher identities were established, often by receiving a teaching qualification, they continued to develop their teacher identities by imagining and negotiating their teaching practices with their future selves. Generally, their teacher identity development involved a complex interaction of personal and contextual factors as well as much effort and resilience.

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

Navigating an Identity Playground: Using sociomateriality to build a theory of identity play

2020 ◽  
pp. 017084062094454
Author(s):  
Taryn Lyn Stanko ◽  
Patricia Caulfield Dahm ◽  
Brooke Lahneman ◽  
Jonathon Richter
Keyword(s):  
Narrative Inquiry ◽  
Virtual Environments ◽  
Possible Selves ◽  
Qualitative Interview ◽  
The Self ◽  
Inquiry Approach ◽  
Future Selves ◽  
Material Agency ◽  
Definition Of ◽  
Organizational Literature

The construct of identity play, which involves the exploration and experimentation with possible future selves, is underexplored in organizational literature. To extend theory on identity play, we take a narrative inquiry approach and examine qualitative interview data in the context of virtual environments. Using a sociomateriality perspective, we contribute to theory on identity play in three ways. First, we reveal how identity play unfolds via the sociomaterial intertwining of not just human agency, but also material agency, situated work practices, and self-representations. Second, we offer a new definition of identity play that goes beyond the exploration of possible selves and uncover identity play narratives on the possible self, the improbable self, and the impossible self. We demonstrate how identity play, particularly with impossible selves, shapes others’ experiences and thus has implications beyond the self. Finally, three identity play affordances emerged: plasticity of appearance, plasticity of behavior, and plasticity of perspective.

A Study on New Teachers’ Identity and Possible-Selves: Pre-Service EFL Teachers’ Fears and Expectations

2017 ◽  
Vol 5 (1) ◽  
pp. 468
Author(s):  
Pınar Babanoğlu ◽  
Reyhan Ağçam
Keyword(s):  
Identity Development ◽  
Student Teachers ◽  
Teacher Identity ◽  
Teacher Candidates ◽  
New Teachers ◽  
Possible Selves ◽  
New Teacher ◽  
Future Research ◽  
Effective Teacher ◽  
Efl Teachers

There is a little doubt that becoming a teacher is a long and challenging journey where student teachers/teacher candidates undergo a variety of processes, phases and transformations. Beauchamp and Thomas (2009) points out that examining new teacher identity can be considered as an important step to develop more effective teacher training programmes and identity development of a teacher is related to understanding the notion of ‘self’. In relation to the idea of being lifelong ever-growing and ongoing, teacher identity is defined as a process in which teachers constantly re-interpret their experiences (Beijaard, Verloop ve Vermunt, 2004). This study investigates the possible-selves of pre-service EFL teachers in relation to the concept of new teacher identity. Aim of the study is to measure possible selves new teachers expect to become and fear becoming in the near feature. In order to achieve this goal, ‘New Teacher Possible Selves Questionnaire’ (Hanmann, Wang and Burley, 2013; Dalioğlu and Adıgüzel, 2015) is used to measure EFL teacher candidates’ expected teacher possible-selves and feared teacher possible-selves. A six point Likert type scale of questionnaire consisting two parts ( expected and feared teacher possible selves) is applied to pre-service EFL teachers from different universities who are involved to the data collection procedure. Statistical analysis is employed to measure the results of the questionnaire gathered from participants. The interpretation of the outcomes of the data analysis will be discussed; pedagogical implications and suggestions for future research will be shared during the presentation.

EdD students’ identity development in a Carnegie Project on the Education Doctorate program

2019 ◽  
Vol 10 (1) ◽  
pp. 35-53
Author(s):  
Ray R. Buss
Keyword(s):  
Identity Development ◽  
Doctoral Students ◽  
Possible Selves ◽  
Faculty Members ◽  
Content Type ◽  
Education Doctorate ◽  
Growth And Change ◽  
Possible Selves Theory ◽  
Method Approach ◽  
Practical Implications

Purpose This paper aims to describe how a Carnegie Project on the Education Doctorate-guided EdD program has fostered the development of leadership and research skills and strong identities as learners, leaders and researching professionals (RPs) among its graduates. In doing so, the researchers explored students’ identities as learners, leaders and RPs and examined the development of those identities over a three-year period. Design/methodology/approach A mixed method approach was used, including pre- and post-program surveys and interviews. Findings The results showed students enhanced or developed these identities over time. In particular, there was substantial growth and change in the “RP” identity as compared to development of the “learner” and “leader” identities. Research limitations/implications The possible-selves theory and the provisional-selves framework (P/PS) were helpful in accounting for these changes as the program requirements fostered students’ efforts in elaborating and developing their identity roles. Further, examination of P/PS and their influence on identity development is warranted. For example, examining outcomes about more explicit use of P/PS and reflections on P/PS is warranted. See next section. Practical implications There are implications for teaching of EdD students such as faculty members making more explicit the concept of P/PS during instruction and in the work required of students. Additionally, students could be required to engage in reflection on P/PS to make this process more concrete for them. Originality/value Using P/PS provides a way to understand and foster processes underlying doctoral students’ identity development.

Simulating Self-Regeneration and Self-Replication Processes Using Movable Cellular Automata with a Mutual Equilibrium Neighborhood

2020 ◽  
Vol 29 (4) ◽  
pp. 741-757
Author(s):  
Kateryna Hazdiuk ◽  
◽  
Volodymyr Zhikharevich ◽  
Serhiy Ostapov ◽  
◽  
...  
Keyword(s):  
Cellular Automata ◽  
Cellular Automaton ◽  
Three Dimensional ◽  
Computer Models ◽  
The Self ◽  
Model Construction ◽  
Natural Phenomena ◽  
Different Types ◽  
Movable Cellular Automata ◽  
Self Replication

This paper deals with the issue of model construction of the self-regeneration and self-replication processes using movable cellular automata (MCAs). The rules of cellular automaton (CA) interactions are found according to the concept of equilibrium neighborhood. The method is implemented by establishing these rules between different types of cellular automata (CAs). Several models for two- and three-dimensional cases are described, which depict both stable and unstable structures. As a result, computer models imitating such natural phenomena as self-replication and self-regeneration are obtained and graphically presented.

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