Conceptualizing Teacher Identity as a Complex Dynamic System: The Inner Dynamics of Transformations during a Practicum

Autor/in	Henry, Alastair
Titel	Conceptualizing Teacher Identity as a Complex Dynamic System: The Inner Dynamics of Transformations during a Practicum
Quelle	In: Journal of Teacher Education, 67 (2016) 4, S.291-305 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487116655382
Schlagwörter	Professional Identity; Mentors; Preservice Teachers; Practicums; Identification (Psychology); Teaching (Occupation); Case Studies; English Teachers; Self Concept; Secondary School Teachers; Discourse Analysis; Interviews; Foreign Countries; Adult Education; Young Adults; Sweden + Suchen Sie Ihr Suchwort? Practicum; Praktikum; Praktika; Teaching; Lehrberuf; Case study; Fallstudie; Case Study; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Selbstkonzept; Diskursanalyse; Interviewing; Interviewtechnik; Ausland; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Young adult; Junger Erwachsener; Schweden
Abstract	Currently, the inner dynamics of teacher identity transformations remain a "black box." Conceptualizing preservice teacher identity as a complex dynamic system, and the notion of "being someone who teaches" in dialogical terms as involving shifts between different teacher voices, the study investigates the dynamical processes at play when transitions between identities occur. Using a single-case design, and drawing on intra- and inter-personal data collected across three timescales, the identity transformations of a preservice teacher during a practicum are examined as a process in motion. The study offers a systemic account of the participant's teacher identity experiences, analyses revealing oscillations between two identity positions and a pattern of multi-stability. It is suggested that complexity approaches can be valuably used in mentoring processes to help students make sense of identity transformations and the conditions under which they occur. In the longer term, support of this kind can have a positive impact on teacher retention. (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