A Story of Culture and Teaching: The Complexity of Teacher Identity Formation

Autor/inn/en	Edwards, F. C. E.; Edwards, R. J.
Titel	A Story of Culture and Teaching: The Complexity of Teacher Identity Formation
Quelle	In: Curriculum Journal, 28 (2017) 2, S.190-211 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1080/09585176.2016.1232200
Schlagwörter	Professional Identity; Preservice Teacher Education; Preservice Teachers; Foreign Countries; Secondary School Science; Cultural Influences; Beliefs; Beginning Teachers; Indigenous Populations; Ethnic Groups; Pacific Islanders; Science Teachers; Qualitative Research; Malayo Polynesian Languages; Transitional Programs; Language of Instruction; Biculturalism; Longitudinal Studies; English (Second Language); Second Language Learning; Secondary School Teachers; New Zealand + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Ausland; Cultural influence; Kultureinfluss; Belief; Glaube; Junior teacher; Junglehrer; Sinti und Roma; Ethnie; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Qualitative Forschung; Teaching language; Unterrichtssprache; Bikulturalität; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Neuseeland
Abstract	Research in teacher education repeatedly suggests that the background and underlying beliefs held by pre-service teachers about teaching and assessment act to shape their interpretations of ideas, powerfully influencing their praxis and their developing teacher identity. This paper explores how a young New Zealand secondary science teacher, raised and educated in Maori-medium and then English-medium New Zealand schools, develops his identity as a teacher as he navigates a range of educational contexts and experiences. His views on assessment provide a focus. The paper presents a case study drawn from a two-year longitudinal study, comprising a series of interviews with the teacher, as he transitioned from a university graduate to a qualified science teacher working in his first school. The complexity of teacher identity development is highlighted, particularly for teachers for whom cultural identity and indigenous world view is important. It suggests that beginning teachers need more time in their pre-service teacher education to reflect on the influence their formative educational experiences have on who they are becoming as a teacher. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01