Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
4.8
2.5
Journals
Education Sciences
Special Issues
Teacher Identity from the Perspective of Students
share announcement

Teacher Identity from the Perspective of Students

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: 28 February 2025 | Viewed by 5432

Special Issue Editor

Prof. Dr. Janet Alsup

E-Mail Website
Guest Editor
Department Head of Curriculum and Instruction, Purdue University, 100 N. University Street, West Lafayette Indiana, IN 47907-2098, USA
Interests: teacher education and professional identity development; the teaching of composition and literature in secondary schools; critical pedagogy; young adult literature; qualitative and narrative inquiry

Special Issue Information

Dear Colleagues,

Research and scholarship in teacher identity has been prevalent since the early 2000s, focusing on elementary and secondary school teacher identity. Beauchamp and Thomas (2009) and Beijaard, Meijer, and Verloop (2004) provide critical overviews of research on teacher professional identity and identify several gaps in the research, including an attention to context and a clear definition of teacher identity (Beauchamp and Thomas, p. 175; Beijaard, Meijer, and Verloop, p. 126). More recently, teacher identity researchers have focused on the identities of diverse teachers, including US domestic underrepresented minorities and international teachers teaching in a new language (Alsup, 2019, p. 6). These studies often extend traditional qualitative research methods by engaging with auto-ethnography or arts-based research and focus on the experiences of students as they build a teacher identity. In keeping with this trend, the focus of this Special Issue is on teacher identity from the perspective of students.

The purpose of this Special Issue is to provide a venue for scholars in teacher education to build on the body of research in teacher identity by focusing on experiences of students as they become teachers or as they learn from teachers who are building their professional identities. We invite scholars to submit empirical, theoretical, ethnographic, or arts-based papers focused on the experience of students within the larger context of teacher professional identity development.

Suggested topics or themes include:

  • Identity development of diverse teacher candidates;
  • Identity development of teaching assistants at universities;
  • Mentoring of new teachers developing their teacher identity;
  • Integration of teacher identity scholarship/research into teacher education or professional development;
  • Intersections between critical reflection and teacher identity;
  • Role of tension or vulnerability in teacher identity;
  • Narrative and metaphor as part of teacher identity development;
  • Non-traditional representations of teacher identity development.

Prof. Dr. Janet Alsup
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • teacher identity
  • subjectivity
  • reflection
  • narrative
  • mentoring
  • discourse

Benefits of Publishing in a Special Issue

  • Ease of navigation: Grouping papers by topic helps scholars navigate broad scope journals more efficiently.
  • Greater discoverability: Special Issues support the reach and impact of scientific research. Articles in Special Issues are more discoverable and cited more frequently.
  • Expansion of research network: Special Issues facilitate connections among authors, fostering scientific collaborations.
  • External promotion: Articles in Special Issues are often promoted through the journal's social media, increasing their visibility.
  • e-Book format: Special Issues with more than 10 articles can be published as dedicated e-books, ensuring wide and rapid dissemination.

Further information on MDPI's Special Issue polices can be found here.

Published Papers (4 papers)

Download All Papers
Order results
Result details
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:

Research

Jump to: Other

16 pages, 1010 KiB  
Article
Teacher Identity Discourses in Place—Exploring Discursive Resources in Pre-Service Teachers’ Constructions of Teacher Identity
by Johan Neander Christensson
Educ. Sci. 2024, 14(11), 1244; https://doi.org/10.3390/educsci14111244 - 13 Nov 2024
Viewed by 650
Abstract
This methodological article focuses on how to effectively map pre-service teachers’ use of discursive resources in professional identity production. By adopting a discourse analytical approach, this study views identity construction as a situational, real-time process occurring in interaction. The aim is to contribute [...] Read more.
This methodological article focuses on how to effectively map pre-service teachers’ use of discursive resources in professional identity production. By adopting a discourse analytical approach, this study views identity construction as a situational, real-time process occurring in interaction. The aim is to contribute knowledge about how to systematically map and analyze the resources that pre-service teachers use to construct their teacher identities during their education. Drawing on the framework of Mediated Discourse Analysis, this article presents a model that integrates two key concepts: discourse domains, which refer to the types of discourse commonly used in teacher education, and layers of discourse, which address societal levels in identity construction. The results suggest that using these concepts to map students’ use of discursive resources highlights how their knowledge of the teaching profession, their education and everyday experiences can be assets when constructing their teacher identities. While the model can be further refined and developed to better show the complexity of discursive resources in identity construction processes, it shows promise as a fruitful approach. By mapping and visualizing discursive resources through this model, this study offers valuable methodological insights into how to approach professional identity development among pre-service teachers. Full article
(This article belongs to the Special Issue Teacher Identity from the Perspective of Students)
►▼ Show Figures

Figure 1

21 pages, 275 KiB  
Article
Exploring Metaphors and Metaphorically Written Narratives in Student Teachers’ Professional Identity Work
by Gonny Schellings, Maaike Koopman and Douwe Beijaard
Educ. Sci. 2024, 14(9), 1022; https://doi.org/10.3390/educsci14091022 - 19 Sep 2024
Cited by 1 | Viewed by 863
Abstract
Metaphors can help student teachers to express what is essential in teachers’ work and the process of learning to teach. This study reports on two types of metaphors generated and narrated by student teachers as part of their professional identity development during their [...] Read more.
Metaphors can help student teachers to express what is essential in teachers’ work and the process of learning to teach. This study reports on two types of metaphors generated and narrated by student teachers as part of their professional identity development during their internships. One type was about teaching their students (inside-classroom metaphor) and the other was about the student teachers’ (broader) work context (out-of-classroom metaphor). In small groups, supervised by five teacher educators in total, they discussed each other’s metaphors and accompanying narratives in order to gain (deeper) insight into their own and others’ underlying beliefs and experiences. Metaphors and accompanying narratives of different cohorts of student teachers (n = 67 in total) were analyzed. The teacher educators were interviewed about their experiences with discussing the metaphors in small student teacher groups. The findings suggest that the student teachers confidently formulated metaphors and wrote accompanying narratives. They formulated quite a few standard metaphors that seemed very similar at first glance, but their underlying experiences and beliefs, conversely, showed many differences in nuance. Interviews with the teacher educators revealed that the discussions about the metaphors certainly led to new insights among the student teachers, such as thinking about their role as teachers, but the depth of the discussions was often limited. It can be concluded that engaging student teachers in using metaphors is certainly one way to become aware of, reflect on, and talk about one’s (developing) professional identity, but it is important that adequate conditions are met, such as specific competencies teacher educators need for guiding this kind of identity work. Full article
(This article belongs to the Special Issue Teacher Identity from the Perspective of Students)
21 pages, 617 KiB  
Article
Learning from the Unexpected Journeys of Novice Teachers’ Professional Identity Development
by Jackie Sydnor, Tammi R. Davis and Sharon Daley
Educ. Sci. 2024, 14(8), 895; https://doi.org/10.3390/educsci14080895 - 16 Aug 2024
Viewed by 1483
Abstract
This longitudinal qualitative inquiry delves into the experiences of three novice teachers in the United States. Over the first four years of their teaching career, participants were interviewed multiple times, during which they created artifacts to capture the complex and emotional aspects of [...] Read more.
This longitudinal qualitative inquiry delves into the experiences of three novice teachers in the United States. Over the first four years of their teaching career, participants were interviewed multiple times, during which they created artifacts to capture the complex and emotional aspects of their experiences. The researchers utilized thematic analysis and restorying to illuminate the participants’ professional identity development and career trajectories. The findings underscore the realities of entering the teaching profession during a global teacher shortage and the tensions and vulnerability inherent in teacher identity development. The insights gleaned from these novice teachers provide fresh perspectives for educators, policymakers, and teacher educators to reimagine support systems to better sustain teachers in the profession. Full article
(This article belongs to the Special Issue Teacher Identity from the Perspective of Students)
►▼ Show Figures

Figure 1

Other

Jump to: Research

27 pages, 1111 KiB  
Systematic Review
Identity Development of Career-Change Secondary Teachers: A Systematic Review of Theoretical Lenses, Emerging Identities, and Implications for Supporting Transition into Teaching
by Linda Mary Hogg, Quincy Elvira and Anne Spiers Yates
Educ. Sci. 2024, 14(8), 857; https://doi.org/10.3390/educsci14080857 - 7 Aug 2024
Viewed by 1502
Abstract
Career-change teachers (CCTs) are a growing group within the international secondary teacher workforce. In the context of a global teacher shortage, it is important to interrogate career-change student teachers’ (CCSTs’) experiences, so they can be effectively supported to have successful and sustainable teaching [...] Read more.
Career-change teachers (CCTs) are a growing group within the international secondary teacher workforce. In the context of a global teacher shortage, it is important to interrogate career-change student teachers’ (CCSTs’) experiences, so they can be effectively supported to have successful and sustainable teaching careers. This systematic literature review presents and analyzes scholarship, which focuses on the development of secondary sector CCTs’ teacher identity, with a focus on learning from CCSTs and CCTs who are recent ITE graduates. The two research questions were as follows: What theoretical frameworks are used in the literature to explore CCTs’ teacher identity development? What emerging teacher identities do CCTs take on, and what do they need to experience successful teacher identity development? Analysis of theoretical frameworks reveals different perspectives on the nature of teacher identity and identity development processes. The valuable contribution of multiple theoretical frameworks, including career engagement and development theoretical frameworks, from beyond education is highlighted. Four themes illuminate key influences on CCSTs’ teacher identity development: continuity from prior careers, self-efficacy and need for validation, CCTs’ desire for out-of-the-box teacher identities, and CCTs’ views on ITE. Because CCSTs are a distinct group, with different identities and needs, we call for further research, and we call on ITE providers and schools to use insights from research on CCTs to support CCSTs’ distinctive needs, career transition, and emerging teacher identities. Full article
(This article belongs to the Special Issue Teacher Identity from the Perspective of Students)
►▼ Show Figures

Figure 1

Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:
 
Displaying articles 1-4
Back to TopTop