Beyond "What Works": Understanding Teacher Identity as a Practical and Political Tool

Autor/in	Mockler, Nicole
Titel	Beyond "What Works": Understanding Teacher Identity as a Practical and Political Tool
Quelle	In: Teachers and Teaching: Theory and Practice, 17 (2011) 5, S.517-528 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
Schlagwörter	Teaching (Occupation); Professional Development; Teacher Attitudes; Professional Identity; Teacher Characteristics; Models; Best Practices; Educational Practices; Work Ethic; Political Influences; Concept Formation; Teacher Role; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Teaching; Lehrberuf; Lehrerverhalten; Analogiemodell; Bildungspraxis; Arbeitsethos; Political influence; Politischer Einfluss; Concept learning; Begriffsbildung; Lehrerrolle; Theorie-Praxis-Beziehung
Abstract	Drawing on previous research that focused upon the formation and mediation of teacher professional identity, this paper develops a model for conceptualising teacher professional identity. Increasingly, technical-rational understandings of teachers' work and "role" are privileged in policy and public discourse over more nuanced and holistic approaches that seek to understand teacher professional identity--what it is to "be" a teacher. This article seeks to offer an alternative view, presenting the idea that an understanding of the processes by which teacher professional identity is formed and mediated is central to understanding the professional learning and development needs of teachers and advancing a richer, more transformative vision for education. I argue that instrumentalist notions of teachers' work embedded in neo-liberal educational agendas such as those currently being advanced in many western countries offer an impoverished view of the teaching profession and education more broadly, and suggest that the concept of teacher professional identity holds the potential to work as a practical tool for the teaching profession and those who work to support them in the development of a more generative educational agenda. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10