Teacher Identity Perspectives
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Identity has been a popular concept within educational research. Teacher identity connotes the act of being recognized as a teacher, the processes of recognizing oneself or others as a teacher, and such recognition as a product of psychological processes, social interactions, socially identifiable models of what (and who) teachers are, or confluences of all of these variables (Alsup 2013; Danielewicz 2001). Teacher identity encompasses a plurality of elements that interact in numerous ways and how such activity relates to the educative experiences of students. As an analytic concept, it has been taken up by teacher education scholars and education research to gain insight on the ways teachers understand their professional roles, how the recognition of self as a teacher emerges through preservice teacher education and pedagogical engagement as an in-service teacher, and the ways that social discourses, media, and culture inform mainstream interpretations of who teachers...
- Alsup, J. (2013). Teacher identity discourses: Negotiating personal and professional spaces. New York: Routledge.Google Scholar
- Danielewicz, J. (2001). Teaching selves: Identity, pedagogy, and teacher education. Albany: State University of New York Press.Google Scholar
- Olsen, B. (2008). How reasons for entry into the profession illuminate teacher identity development. Teacher Education Quarterly, 35(3), 23–40.Google Scholar