A Qualitative Case Study of Developing Teacher Identity.

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Teacher professional identity is defined as the beliefs, values, and commitments an individual holds toward being a teacher (as distinct from another professional) and being a particular type of teacher (e.g. an urban teacher, a beginning teacher, a good teacher, an English teacher, etc.)The data indicated three types of factors that were important to focal teachers in establishing their early.

Highlights Writing teacher identity is discursively constructed. Sociocultural dimensions are a powerful source of influence on writing teachers’ identity. Identity is a dynamic, shifting, and unstable concept. Writing teacher identity is an important issue to explore in L2 writing teacher education.

Pre-service Teacher Cultural Identity Development A Dissertation SUBMITTED TO THE FACULTY OF THE UNIVERSITY OF MINNESOTA BY Maurella Louise Cunningham IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY Dr. Mistilina Sato December 2013.

This paper is a report on contributions of a critical EFL (English as a Foreign Language) teacher education course to Iranian teachers’ professional identity reconstruction. 2 Pre-course and post-course interviews with seven teachers, their reflective journals, class discussions, and the teacher educator’s reflective journals were analyzed as guided by grounded theory.

Chapter 3: Teacher Identity Formation: Research Methodology Introduction 42 Participants 43 Data Collection 48 Data Analysis 53. This dissertation would not have been possible without the help, support and patience of all my committee members. Although there were several through the years, each professor played a vital role in helping to push me to work harder, think deeper, and produce.

The transition from student to teacher: investigating the changing identities of trainee teachers Phoebe Connolly Supervised by: Dr Jeremy Oldfield April 2016. Page 2 of 20 The transition from student to teacher: investigating the changing identities of trainee teachers ABSTRACT Professional identity is the idea of combining one’s attributes, beliefs, values, motives and experiences to.

In this dissertation, I explored the relationship between teachers' mathematics teacher identity and their experiences and participation within professional learning communities. Specifically, this study examined the construct of mathematics teacher identity in relation to teacher tensions and negotiations of tensions as they participated in mathematics professional development. Additionally.

This study is significant in that it provides a rationale for pre-service teacher identity formation to be considered in its own right. By bringing an Arendtian framework to the research, it offers pre-service teachers an opportunity to think about themselves, and the influences that act upon their professional identity, in a new way. As a result of this research, it is intended that pre.

The Development of Teacher Professional Identity at the University of Dar es Salaam: Perceptions and Influencing Factors Willy L. M. Komba Mkwawa University College of Education, Tanzania William A. L. Anangisye and Joviter K. Katabaro University of Dar es Salaam, Tanzania Abstract The success of quality assurance in higher education depends on how well it is organised and the extent to which.

A sight of teacher identity as both item (a.result of influences on the educator) and also process (a kind of recurring communication within educator advancement) recommends the dynamic that happens: I watch identity as a label, truly, for the collection of impacts and also effects from immediate contexts, prior constructs of self, social positioning, and indicating systems (each itself a.

AN INVESTIGATION OF TEACHER IDENTITY DEVELOPMENT A Dissertation Submitted to the Faculty of Purdue University by James R. Gilligan In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy May 2015 Purdue University West Lafayette, Indiana. ii ii For the thousands of students with whom I’ve had the privilege of working, you’ve taught me so much. iii iii.