The role of teacher identity in teacher self-efficacy development: the case of Katie

This article illustrates the role of teacher identity in teacher self-efficacy development during initial teacher education. It has been posited that teacher self-efficacy develops on the basis of information accessed through four self-efficacy sources: vicarious and enactive experiences, social persuasion, and physiological and affective states, and by interacting with a myriad of personal and external factors. The very process of teacher self-efficacy development, however, is not well understood. This phenomenological longitudinal qualitative case study contributes to addressing this issue by illustrating how a pre-service secondary mathematics teacher’s teacher self-efficacy is affected by the way she sees herself. More specifically, the study illustrates how aspects of a strong student teacher identity negatively affect the pre-service teacher’s teacher self-efficacy appraisal, and how her teacher identity, emerging through the processes of autonomous role enactment and social verification, supports teacher self-efficacy development.

Ideal or Idiosyncratic? How Women Manage Work-Family Role Conflict with Focal and Peripheral Role Senders

To provide insight into women’s approaches to managing the work-family interface, I introduce the concepts of focal and peripheral role senders and illuminate the importance of their interplay in the enactment of women’s domestic roles. At the core of my theoretical model is the process by which focal and peripheral role senders embrace or reject an ideal enactment of domestic roles and the women’s strategies women use to either acquiesce to ideal roles or acquire idiosyncratic roles. This paper examines the husband as the focal role sender, consistent with the literature’s focus and the pervasiveness of husbands in my data, and considers peripheral role senders, such as parents and in-laws, who also influence women’s role enactment, either by amplifying or muting the husband’s preferred role enactment. This research contributes to existing theory by introducing the importance of focal and peripheral role senders, illuminating how these multiple senders and their interaction influence women’s strategies to deal with role conflict, and documenting how women’s strategies subsequently influence their career trajectories.

Asian Immigrant Parents’ Role Enactment While Accessing and Using Services for Their Child With Developmental Disabilities in the United States: A Meta-Synthesis Study

We conducted a meta-synthesis to explore how Asian immigrant parents in the United States enact their perceived parental role while using health and educational services for their child with developmental disabilities. We identified 11 qualitative studies for analysis, and examined these studies using a constant comparative approach and thematic analysis informed by role theory and acculturation theory. Based on our analysis, five themes related to parents’ role enactment emerged: (a) parents perceive a multifaceted parental role; (b) parents’ individual factors influence their role enactment; (c) system factors influence parents’ role enactment; (d) parents use coping strategies to address role dissatisfaction; and (e) parental role enactment is a continuously evolving process influenced by acculturation, which spirals them toward their ultimate goal of helping their child thrive. Findings can inform practitioners’ and researchers’ understanding of how to create a culturally safe environment to support Asian immigrant parents in realizing their parental role.

Journalistic illusio in a restrictive context: Role conceptions and perceptions of role enactment among Iranian journalists

Discussions about Iranian journalism have disproportionately focused upon the restrictive political context of the country. Accordingly, journalism culture and the way journalists construct their roles and identities in the face of constraints in Iran have received scant attention. This study redresses this gap by focusing on Iranian journalists’ role conceptions and perceptions of role enactment. Based on interviews with 26 journalists working in media outlets in Iran, this study found that the role conceptions of Iranian journalists correspond to adversarial advocate, detective watchdog, change agent, educator and informer roles. Although the journalists perceive a large gap between their role ideals and their role performance, they believe they have occasionally been successful in acting out their roles. Journalists’ role conceptions and perceived role enactment serve as journalistic illusio, which not only motivate journalists to continue operating under pressure but also allow the journalistic field to exist and function over time in the restrictive media environment of Iran. These results are discussed in relation to whether and how journalism outside a democratic context is possible.

Dialogic Status in Design Education: Authority and Peer Relations in Studio Class Conversations

In this article, I study role enactment and status relationships in university design studio classrooms. I analyze conversations that take place during discussions of student creative work, and I interpret them in the context of previous studies of learning, classroom discourse, and creativity. I found that professors and students jointly establish and maintain a complex and hybrid participation structure in which they enact dialogic status: they simultaneously perform both an authority relationship and a peer relationship. I analyzed the interactional mechanisms that dialogically perform these two status relationships, drawing on prior studies of role and status in conversation. I show that the dialogic blend of authority and peer relationships continuously and frequently varies throughout reviews of student work. Drawing on past studies of creativity in education, I argue that the joint enactment of dialogic status is an effective pedagogy for teaching and learning for creativity.