The complex development of preservice and inservice teacher identities.

Autor/inn/en	Crumpler, Thomas P.; Handsfield, Lara J.
Sonst. Personen	Edmiston, Brian (Vorw.)
Titel	The complex development of preservice and inservice teacher identities.
Quelle	New York: Peter Lang (2020), viii,194 S.Verfügbarkeit
Beigaben	Illustrationen
Zusatzinformation	Inhaltsverzeichnis Zusammenfassung
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	978-1-4331-7313-4; 978-1-4331-7314-1; 9781433155888; 9781433155895; 9781433155901
Schlagwörter	Biografische Methode; Empirische Untersuchung; Mehrebenenanalyse; Narratives Interview; Anpassung; Identität; Kompetenzerwerb; Selbstkonzept; Rollenerwartung; Ethnografie; Identität; Berufsbild; Codierung; Lehramtsstudent; USA; Berufsanfänger; Narratives Interview; Anpassung; Berufsanforderung; Transkription; Videoaufzeichnung; Diskursanalyse; Rollenerwartung; Biografische Methode; Lehramtsstudent; Lehrerausbildung; Lehrerrolle; Audioaufzeichnung; Videoaufzeichnung; Diskursanalyse; Berufliche Kompetenz; Berufsanforderung; Berufsbild; Ohio; Codierung; Transkription; Mehrebenenanalyse; Berufsanfänger; Ohio; USA
Abstract	Previous scholars have investigated aspects of the complexity of teacher identity and demonstrated the need to look beyond skills and generalized "best practices" to consider social processes and power relationships. However, few books focus on teacher identities at both the micro and macro levels. In this timely book, the authors argue that teacher identity awareness is crucial for both preservice and in-service teachers who desire deeper knowledge about the role of identities in effective instruction. This book breaks new theoretical ground in understanding teacher identities by bringing a process drama lens to bear on development at the macro and micro levels. Process drama uses dramatic structures such as teacher in role, students in role, tableau and others to activate imaginations and explore interpretive possibilities. Through this lens the authors show how teacher identities are performed, reproduced, and how they may shift at the micro level-in everyday discourse and classroom practices-across a span of two years. Two years of data are analyzed using micro-ethnographic discourse analysis to demonstrate how teachers tactically position themselves to navigate current political discourses of accountability and standardization in both pre-service and in-service contexts. Understanding how identities are constructed, evolve, and shift moment-by-moment is essential for programs striving to prepare successful teachers and for schools providing meaningful professional development for in-service teachers. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/4