Dissonance for Understanding: Exploring a New Theoretical Lens for Understanding Teacher Identity Formation in Borderlands of Practice

Autor/in	Delaney, Katherine K.
Titel	Dissonance for Understanding: Exploring a New Theoretical Lens for Understanding Teacher Identity Formation in Borderlands of Practice
Quelle	In: Contemporary Issues in Early Childhood, 16 (2015) 4, S.374-389 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.1177/1463949115616326
Schlagwörter	Professional Identity; Teacher Attitudes; Self Concept; Knowledge Base for Teaching; Teacher Competencies; Preschool Teachers; Beginning Teachers; Identification (Psychology); Best Practices; Teaching Methods; Expectation; Early Childhood Education; Faculty Development; Teacher Education; Case Studies; Problem Solving; Ability; Cognitive Development + Suchen Sie Ihr Suchwort? Lehrerverhalten; Selbstkonzept; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrkunst; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Junior teacher; Junglehrer; Teaching method; Lehrmethode; Unterrichtsmethode; Expectancy; Erwartung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrerausbildung; Lehrerbildung; Case study; Fallstudie; Case Study; Problemlösen; Fähigkeit; Fertigkeit; Kognitive Entwicklung
Abstract	Borderlands of practice are spaces where teachers are engaged in negotiating multiple conceptions of "best practices" within their daily teaching practice. Teachers at work in borderlands must actively negotiate varied conceptions, expectations, and assumptions about what is "best" for their students. These conceptions often challenge teacher professional knowledge and can result in a sense of dissonance about how to best meet the needs of students. Using a case study of one veteran teacher's sense-making processes in her first year of teaching pre-Kindergarten, this article explores how a theoretical lens of dissonance might help researchers and teacher educators to better understand and support teacher identity formation in borderlands of practice. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01