Fused Identities: An Exploration of Primary Teachers' Geographical Identities

Autor/in	Till, Emma
Titel	Fused Identities: An Exploration of Primary Teachers' Geographical Identities
Quelle	In: International Research in Geographical and Environmental Education, 29 (2020) 1, S.74-88 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Till, Emma)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1038-2046
DOI	10.1080/10382046.2019.1657677
Schlagwörter	Elementary School Teachers; Geography; Foreign Countries; Professional Identity; Identification (Psychology); Experienced Teachers; United Kingdom (England) + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Geografie; Ausland
Abstract	Teachers working with younger pupils in schools often teach their pupils multiple subjects; therefore, the relationship that the individual teacher has with each subject area is likely to be significant. This paper reports on research which focused on the relationship that a sample of primary teachers working in England, has with geography. The research explored the individuals' unique geographical stories using a phenomenological methodology in order to gain insight into the relationship between the teachers' subject-specific identity and their overall identity as teachers. This paper outlines the research findings which indicate that the teachers surveyed have a fused identity, whereby they consider their subject-specific and generic pedagogy to be complimentary facets and not mutually exclusive. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01