A Conversation of Teachers: In Search of Professional Identity

Autor/inn/en	Smit, Brigitte; Fritz, Elzette; Mabalane, Valencia
Titel	A Conversation of Teachers: In Search of Professional Identity
Quelle	In: Australian Educational Researcher, 37 (2010) 2, S.93-106 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
Schlagwörter	Learning Theories; Educational Change; Teachers; Models; Foreign Countries; Ethnography; Interviews; Workshops; Personal Narratives; Outcomes of Education; Educational Improvement; Teaching Methods; Teacher Role; Teaching Experience; Teaching (Occupation); South Africa + Suchen Sie Ihr Suchwort? Learning theory; Lerntheorie; Bildungsreform; Lehrer; Lehrerin; Lehrende; Analogiemodell; Ausland; Ethnografie; Interviewing; Interviewtechnik; Lernwerkstatt; Schulung; Erlebniserzählung; Lernleistung; Schulerfolg; Teaching improvement; Unterrichtsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerrolle; Teaching; Lehrberuf; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The authors describe teacher professional identity as lived experience in the context of educational change. Adopting activity theory and its genesis in cultural historical theory (Stetsenko & Arievitch, 2004) as a framework, the article discusses the way teachers see themselves as professionals and how they compose their identities in schools, the educational space, which is their workplace. Activity theory is utilised as the broad theoretical lens and the design type and methodology are discussed accordingly. The school and the classroom are activity systems (Engestrom, 1991), and social and semiotic ecosystems (Lemke, 1995). It is therefore in the tensions within the activity system that we capture and represent a constructed teacher conversation, composed of the voices of three social actors on an imaginary social stage, which is the empirical text of the article. Main findings speak to multiple roles, struggling voice and forging professional identity in the changing educational landscape. (Contains 2 endnotes.) (As Provided).
Anmerkungen	Australian Association for Research in Education (AARE). P.O. Box 71, Coldstream, Victoria 3770, Australia. Tel: +61-0359-649-031; Fax: +61-0359-649-586; e-mail: aare@aare.edu.au; Web site: http://www.aare.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10