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Research on teacher identitymapping ...

Cross Francis, Dionne.

Research on teacher identitymapping challenges and innovations /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Research on teacher identityedited by Paul A. Schutz, Ji Hong, Dionne Cross Francis.
Reminder of title:	mapping challenges and innovations /
other author:	Schutz, Paul A.
Published:	Cham :Springer International Publishing :2018.
Description:	xviii, 251 p. :digital ;24 cm.
Contained By:	Springer eBooks
Subject:	Teachers.
Online resource:	http://dx.doi.org/10.1007/978-3-319-93836-3
ISBN:	9783319938363$q(electronic bk.)

Research on teacher identitymapping challenges and innovations /
Research on teacher identitymapping challenges and innovations /[electronic resource] :edited by Paul A. Schutz, Ji Hong, Dionne Cross Francis. - Cham :Springer International Publishing :2018. - xviii, 251 p. :digital ;24 cm.

I. Introduction to Research on Teacher Identities -- 1. Research on Teacher Identity: Introduction to Mapping Challenges and Innovations, Paul A. Schutz, Dionne Cross Francis, and Ji Hong -- II. Theoretical Understandings of Teacher Identity Development -- 2. Teacher Identity Discourse as Identity Growth: Stories of Authority and Vulnerability, Janet Alsup -- 3. Identity-agency in Progress: Teachers Authoring their Identities, Maria Ruohotie-Lyhty -- 4. Teacher Professional Identity and Career Motivation: A Lifespan Perspective, Paul W Richardson and Helen M. G. Watt -- 5. Critical Events, Emotional Episodes, and Teacher Attributions in Development of Teacher Identities, Paul A. Schutz, Sharon L. Nichols, and Samantha Schwenke -- 6. Professional Identity Matters: Agency, Emotions, and Resilience, Christopher Day -- 7. Teacher Identity and Motivation: A Complex Dynamic Systems Perspective, Avi Kaplan and Joanna K. Garner -- III. Teacher Identity Development in Various Learning Contexts -- 8. Engaging Teacher Identities in Teacher Education: Shifting Notions of the "Good Teacher" to Broaden Teachers' Learning, Grace A. Chen, Ilana S. Horn, and Susan Nolen -- 9. Supervision Dialogues in Teacher Education: Balancing Dis/continuities of the Vocational Self-concept, Martine van Rijswijk, Larike Bronkhorst, Sanne Akkerman, and Jan van Tartwijk -- 10. Mentor Teachers and Their Contributions to the Development of Preservice Teachers' Identity, Edith Mahsa Izadinia -- 11. Learning to Teach for Creativity through the Lens of Identity Development, Ida Oosterheert and Paulien Meijer, Radbound -- IV. Teacher Identity Development in the Content Areas -- 12. "I'm not just a math teacher": Understanding the Development of Elementary Teachers' Mathematics Teacher Identity, Dionne Cross Francis, Ji Hong, Jinqing Liu, and Ayfer Eker -- 13. Elementary Science Teacher Identity as a Lived Experience: Small Stories in Narrative Analysis, Lucy Avraamidou -- 14. Becoming a Language Teacher: Tracing the Mediation and Internalization Processes of Pre-service Teachers, Vesna Dimitrieska -- 15. Teacher Identity and Political Instruction, Wayne Journell -- V. Social Historical Contextual Influences on Teacher Identity Development -- 16. Conceptualizing 'Teacher Identity': A Political Approach, Michalinos Zembylas and Sharon Chubbuck -- 17. Teacher Identity in the Current Teacher Education Landscape, Rebecca Buchanan and Brad Olsen -- 18. Preservice Teachers of Color and the Intersections of Teacher Identity, Race and Place, Tambra O. Jackson -- 19. The Indispensability and Impossibility of Teacher Identity, Matthew Clarke -- 20. Teachers' Professional Self-Understanding: Narrative, Relational, Political and Contextualized in Time and Space, Geert Kelchtermans -- VI. Future Directions for Research on Teacher Identities -- 21. Research on Teacher Identity: Common Themes, Implications, and Future Directions, Ji Hong, Dionne Cross Francis, and Paul A. Schutz.

Understanding teachers' professional identities and their development is key to unpacking teachers' professional lives, the quality of their instruction, their motivation and commitment to teach, and their career decision making. This book features a number of scholars from around the world who represent a variety of disciplines, scientific paradigms, and inquiry methods in researching teacher identity. By bringing these chapters together, this volume initiates active scholarly conversations and extends the boundaries of teacher identity research and practice. This collection of chapters provides significant insight into teacher identity and will be essential reading for pre-service and in-service teachers, teacher educators, school administrators, professional developers, and policy makers at various levels.

ISBN: 9783319938363$q(electronic bk.)

Standard No.: 10.1007/978-3-319-93836-3doiSubjects--Topical Terms:

348503
Teachers.

LC Class. No.: LB1775

Dewey Class. No.: 371.1

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505 0 $a I. Introduction to Research on Teacher Identities -- 1. Research on Teacher Identity: Introduction to Mapping Challenges and Innovations, Paul A. Schutz, Dionne Cross Francis, and Ji Hong -- II. Theoretical Understandings of Teacher Identity Development -- 2. Teacher Identity Discourse as Identity Growth: Stories of Authority and Vulnerability, Janet Alsup -- 3. Identity-agency in Progress: Teachers Authoring their Identities, Maria Ruohotie-Lyhty -- 4. Teacher Professional Identity and Career Motivation: A Lifespan Perspective, Paul W Richardson and Helen M. G. Watt -- 5. Critical Events, Emotional Episodes, and Teacher Attributions in Development of Teacher Identities, Paul A. Schutz, Sharon L. Nichols, and Samantha Schwenke -- 6. Professional Identity Matters: Agency, Emotions, and Resilience, Christopher Day -- 7. Teacher Identity and Motivation: A Complex Dynamic Systems Perspective, Avi Kaplan and Joanna K. Garner -- III. Teacher Identity Development in Various Learning Contexts -- 8. Engaging Teacher Identities in Teacher Education: Shifting Notions of the "Good Teacher" to Broaden Teachers' Learning, Grace A. Chen, Ilana S. Horn, and Susan Nolen -- 9. Supervision Dialogues in Teacher Education: Balancing Dis/continuities of the Vocational Self-concept, Martine van Rijswijk, Larike Bronkhorst, Sanne Akkerman, and Jan van Tartwijk -- 10. Mentor Teachers and Their Contributions to the Development of Preservice Teachers' Identity, Edith Mahsa Izadinia -- 11. Learning to Teach for Creativity through the Lens of Identity Development, Ida Oosterheert and Paulien Meijer, Radbound -- IV. Teacher Identity Development in the Content Areas -- 12. "I'm not just a math teacher": Understanding the Development of Elementary Teachers' Mathematics Teacher Identity, Dionne Cross Francis, Ji Hong, Jinqing Liu, and Ayfer Eker -- 13. Elementary Science Teacher Identity as a Lived Experience: Small Stories in Narrative Analysis, Lucy Avraamidou -- 14. Becoming a Language Teacher: Tracing the Mediation and Internalization Processes of Pre-service Teachers, Vesna Dimitrieska -- 15. Teacher Identity and Political Instruction, Wayne Journell -- V. Social Historical Contextual Influences on Teacher Identity Development -- 16. Conceptualizing 'Teacher Identity': A Political Approach, Michalinos Zembylas and Sharon Chubbuck -- 17. Teacher Identity in the Current Teacher Education Landscape, Rebecca Buchanan and Brad Olsen -- 18. Preservice Teachers of Color and the Intersections of Teacher Identity, Race and Place, Tambra O. Jackson -- 19. The Indispensability and Impossibility of Teacher Identity, Matthew Clarke -- 20. Teachers' Professional Self-Understanding: Narrative, Relational, Political and Contextualized in Time and Space, Geert Kelchtermans -- VI. Future Directions for Research on Teacher Identities -- 21. Research on Teacher Identity: Common Themes, Implications, and Future Directions, Ji Hong, Dionne Cross Francis, and Paul A. Schutz.
520 $a Understanding teachers' professional identities and their development is key to unpacking teachers' professional lives, the quality of their instruction, their motivation and commitment to teach, and their career decision making. This book features a number of scholars from around the world who represent a variety of disciplines, scientific paradigms, and inquiry methods in researching teacher identity. By bringing these chapters together, this volume initiates active scholarly conversations and extends the boundaries of teacher identity research and practice. This collection of chapters provides significant insight into teacher identity and will be essential reading for pre-service and in-service teachers, teacher educators, school administrators, professional developers, and policy makers at various levels.
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