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Identity-based student activism : power and oppression on college campuses
\"Historically and contemporarily, student activists have worked to address oppression on college and university campuses. This book explores the experiences of students engaged in identity-based activism today as it relates to racism, sexism, homophobia, transphobia, ableism, and other forms of oppression. Grounded by a national study on student activism and the authors' combined 40 years of experience working in higher education, Identity-Based Student Activism uses a critical, power-conscious lens to unpack the history of identity-based activism, relationships between activists and administrators, and student activism as labor. This book provides an opportunity for administrators, educators, faculty, and student activists to reflect on their current ideas and behaviors around activism and consider new ways for improving their relationships with each other, and ultimately, their campus climates\"-- Provided by publisher.
Book
A review of research on student teachers' professional identity
This article presents a review of 29 empirical studies to identify the main foci of research on student teachers' identity, the methodologies used and their major findings. The reviewed studies were found to investigate four broad factors: the contribution of: (1) reflective activities, (2) learning communities, (3) context and (4) (prior) experiences. Reflective practices and interviews were found to be mainly used by researchers as data collection tools and the findings were mainly reported to be changes in components of student teachers' identity, including their cognitive knowledge, sense of agency and voice. Questions raised in this review and suggestions for further research are discussed.
Journal Article
Beyond content and curriculum in elementary classrooms: conceptualizing the cultivation of integrated STEM teacher identity
As K-12 STEM education moves toward the integrated application of mathematics and science concepts in collaborative and complex real-world problem solving, there is a commensurate need to redefine what it means to be a STEM teacher in the early grades. Elementary teachers need more than professional development with innovative content and curriculum to be ready to integrate STEM; they need the agency that comes with a strong sense of who they are and who they want to become as STEM teachers. In this commentary, we propose a model for integrated STEM teacher identity with the goal of building a robust definition that is applicable to multiple educational contexts. The model captures the tensions between elementary teachers’ multiple identities as STEM learners, professional teachers, and STEM education innovators. Our proposed model structures the complexity of these roles as an intertwining of components from extant professional teacher identity and STEM learner identity models. The careful cultivation of integrated STEM identities has the power to increase teachers’ readiness to not only try but to sustain innovative curriculum. Teacher educators and professional development facilitators can use this model to provide more personalized support to teachers. Recommendations for future refinement of this model are offered along with implications for more equitable access to integrated STEM experiences for all students.
Journal Article
Teaching Contexts That Influence Elementary Preservice Teachers' Teacher and Science Teacher Identity Development
Supporting elementary preservice teachers' development of a science teacher identity provides a way to address challenges of low self-efficacy, self-confidence, and pedagogical content knowledge in science. Meaningful teaching experiences in student teaching placements and field-based science methods courses provide opportunities for preservice teachers to develop their identities as science teachers and deepen their understandings of social justice issues in science. This collective case study examined how the teacher and science teacher identities of three elementary preservice teachers, and their becoming social justice teachers, developed during their first semester of student teaching after taking a one-semester science methods course. The study drew on subject matter teacher identity, positioning theory, and social justice science teacher identity. Preservice teachers' personal identities and histories, university coursework, positioning in their student teaching classrooms, and opportunities to authentically teach were identified as mediating influences on the development of their teacher and science teacher identity, as well as their perceived ability to teach science for social justice. The study has implications for understanding the ways in which student teaching experiences, including how cooperating teachers position student teachers, support or work against reform-oriented science teacher identities developed through university coursework.
Journal Article
Struggling to Create Space for Non-Native Teacher Identity: Novice and Experienced EFL Teachers' Perspectives
Identity can be a source of marginalization and tension for non-native speaking teachers (NNSTs). To explore NNSTs' perceptions of their non-native identity, two-phase narrative interviews were conducted with four language teachers. In the first phase, the participants were interviewed about their general status as NNSTs in the context of Iran. During the second phase, the interview was conducted on three aspects of non-native teacher identity, namely their bilingualism, learning experience, and instructional competence. The results of the thematic analysis unraveled some competing discourses about their non-native identity. Despite acknowledging the superiority of native speaking teachers (NSTs) due to their high level of language proficiency which was the main source of tension for the NNSTs, they pointed to the advantages of NNSTs regarding their bilingualism, experience of learning, and the equality of NSTs and NNS regarding their instructional competence. This study has implications for teacher educators and institutional administrators to devise plans to redress NNSTs' perspectives towards the NST-NNST dichotomy.
Journal Article
The Influences of Online Teaching on Iranian EAP Teachers’ Professional Identity (Re)Construction
In recent years, online education has become a significant part of teachers’ professional career. Moreover, it has been argued that contexts of teaching are significantly influential in EAP teachers’ practices and identities. Despite these points, little research has examined EAP teachers’ identity construction in online contexts. The present study addressed this gap by exploring the impacts of online education on 20 Iranian EAP teachers’ identity construction. The participants were interviewed and thematic analysis was run to analyze the data. The findings revealed that online education influenced the teachers’ personal, pedagogical, and social identities. More specifically, it was found that the teachers could reconstruct their identities in light of the challenges and affordances of online teaching and adopt new identities that featured concerns with both their EAP and educator responsibilities. These findings are then discussed and implications for teacher educators are offered so that they could help EAP teachers construct their identities in online settings effectively.
Journal Article
Redefining professional and academic identities turning points in pre-service and novice mathematics teachers' development of lived experience in and after short-track teacher education
This study explores how lived experiences contribute to pre-service and novice teachers' redefinition of prior professional and academic identities in developing a mathematics teacher identity. It focuses on participants preparing to teach or teaching students aged 13-18. A hermeneutic-existential phenomenology perspective compares participants' lived experiences in and after short-track teacher education. The data were collected through semi-structured interviews with four pre-service mathematics teachers and four novice mathematics teachers and subjected to a thematic analysis. Findings show that the participants encounter turning points conflicting with their lived experiences, which fosters reflective awareness. Redefining identities occurs as the participants navigate these turning points, resulting in a balanced development of a mathematics teacher's identity, where new aspects can emerge, or established ones can dominate. The participants express that teaching mathematics is about sharing joy and meaning. However, given the persistent struggle to balance student needs with professional demands, they question this vision in practice. Novice teachers, often feel frustrated compared to pre-service teachers when they are unable to meet their students' needs and contemplate teaching at higher levels. Questions arise about how short-track programs can prepare pre-service mathematics teachers to develop confident identities to prepare them for the teaching profession.
Research on mathematics teacher identity contributes to highlighting the complexities of the teaching profession and the importance of teacher education in addressing this. This is particularly relevant as short track teacher education programs have become common for those who already possess professional and academic backgrounds and are often somewhat older. It is interesting to explore how they develop a teacher identity and how this can be challenged and supported through teacher education.
Journal Article
'Sage on the stage' or 'meddler in the middle' : shifting mathematics teachers' identities to support student engagement
Mathematics teachers' identities profoundly influence how they interact with and position their students to learn mathematics. In this paper, we examine how a year-long teacher learning intervention supportive of student engagement in mathematics helped shift teachers' mathematics- related identities. We use an implied identity perspective as a theoretical lens to explore changes in what teachers perceive as legitimate ways of being as a result of their participation in the intervention. Data from pre- and post-intervention concept maps and focus groups with 15 grade 5-7 teachers of mathematics were integrated for this purpose. Teachers reported shifts in their identities, describing themselves as 'facilitators,' 'learners' and 'co-creators' of knowledge. We argue that such shifts in the mathematics-related identities of teachers can have practical consequences in terms of improving students' engagement, and in particular, their autonomy for learning mathematics. [Author abstract]
Journal Article
A drama of selves: Investigating teacher identity development from dialogical and complexity perspectives
Identity is of increasing interest in teacher education. Crucial for resilience, the development of a coherent professional identity has been characterized as emerging from tensions between multiple and sometimes conflicting conceptions of what it means to be someone who teaches (Akkerman & Meijer, 2011). While light is being shed on these often antagonistic relations, less is known about the dynamics of identity formation and transformation. Providing a contribution to work on language teacher identity, in this single case study Hermans’ (2008) concept of the dialogical self is combined with complexity principles in an investigation of changes in the emerging professional identity of a pre-service English teacher during a practicum. Drawing on intra- and inter-personal data, experiences of learning to become a person who teaches English are conceptualized as a drama that is played out between different and sometimes unaligned selves. Analyses show how this inner drama maps onto the landscape of an emerging teacher identity, how tensions can be understood systemically, and how a teacher identity system can have a signature dynamic.
Journal Article
Exploring Japanese University English Teachers' Professional Identity
This book examines the professional identities of Japanese university English teachers. It focuses on how relatively new teachers develop their professional identities, how gender impacts the professional identities of female professors, and how teaching practices and beliefs reflect personal and professional identity.
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