Literaturnachweis - Detailanzeige
Autor/inn/en | Akkerman, Sanne F.; Meijer, Paulien C. |
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Titel | A Dialogical Approach to Conceptualizing Teacher Identity |
Quelle | In: Teaching and Teacher Education: An International Journal of Research and Studies, 27 (2011) 2, S.308-319 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0742-051X |
DOI | 10.1016/j.tate.2010.08.013 |
Schlagwörter | Theories; Self Concept; Definitions; Educational Research; Teacher Characteristics |
Abstract | In recent attempts to address the notion of teacher identity, scholars have stressed how identity is dynamically evolving, intrinsically related to others, and consists of multiple identities. Though these postmodern characterizations represent radically new perceptions of identity, they are not extensively discussed in relation to previous assumptions on singularity or sameness of teacher identity. The emerging theory of dialogical self in psychology offers a more elaborate approach to teacher identity, conceived of as "both" unitary and multiple, "both" continuous and discontinuous, and "both" individual and social. Based on this approach, teacher identity is re-defined and implications for research are identified. (Contains 1 figure.) (As Provided). |
Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |