Special Issue "Studies in Teacher Identity and Professional Development"

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Teacher Education".

Deadline for manuscript submissions: 12 May 2022.

Special Issue Editor

Dr. Katariina Stenberg
E-Mail Website
Guest Editor
Faculty of Educational Sciences, University of Helsinki, Helsinki 00014, Finland
Interests: teacher education; teacher identity; reflection; teacher's professional development

Special Issue Information

Dear Colleagues,

In the midst of the world’s serious problems, the importance of education cannot be overemphasized. This, in turn, sheds light on teachers in terms of their professional development and education: how we can best support the building of our world as we strive to make it a better place?

Teacher identity has gained increasing interest in educational studies in the 21st century. As Avraamidou (2014) stresses, the concept of identity has helped us to understand teachers' professional development comprehensibly by offering an ontological approach. Teacher identity offers a rich pathway because it creates the foundation for teachers to construct their ideas about their professionality and place in society, hence enriching their professional development (see Sachs 2005). In addition, teacher identity is a strong feature in teachers’ levels of motivation, satisfaction and commitment to their work (Day et al. 2006).

As we know, in educational studies, teacher identity has been considered and explored from different viewpoints ranging from cognitive to sociological perspectives (Cherrington 2017), and from narratives, metaphors and discourses to contextual standpoints (Beauchamp and Thomas 2009).

The aim of this Special Issue is to provide a deep, rich and diverse horizon for understanding the phenomena of teacher identity and teacher professional development. We are happy to invite you to share your exploration about the topic.

References

Avraamidou, L. 2014. “Studying Science Teacher Identity: Current Insights and Future Research Directions.” Studies in Science Education 50 (2): 145–179. doi: http://dx.doi.org/10.1080/03057267.2014.937171.

Beauchamp, C., and L. Thomas. 2009. “Understanding Teacher Identity: An Overview of Issues in the Literature and Implications for Teacher Education. Cambridge Journal of Education 39 (2): 175 – 189.

Cherrington, S. 2017. “Developing Teacher Identity Through Situated Cognition Approaches to Teacher Education.” In The SAGE Handbook of Research on Teacher Education, edited by D.J Clandinin and J. Husu, 160–177. London: Sage Publications.

Day, C., Kington, A., Stobart, G., and Sammons, P. 2006. “The Personal and Professional Selves of Teachers: Stable and Unstable Identities.” British Educational Research Journal 32(4): 601–616.

Sachs, J. 2005. “Teacher Education and the Development of Professional Identity: Learning to be a Teacher.” In Connecting Policy and Practice: Challenges for Teaching and Learning in Schools and Universities, edited by P. Denicolo and M. Compf, 5–21. Oxford: Routledge.

Dr. Stenberg Katariina
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 papers will be 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 1400 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
  • teacher professional development
  • teacher education

Published Papers (1 paper)

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Research

Article
Teaching Performance of Slovak Primary School Teachers: Top Motivation Factors
Educ. Sci. 2021, 11(7), 313; https://doi.org/10.3390/educsci11070313 - 23 Jun 2021
Viewed by 391
Abstract
Teaching is a specific type of profession with a specific mission. In this study, the motivation level of primary school teachers in Slovakia in the period from 2015 to 2020 was analyzed. A total of 1189 Slovak teachers with a stratified selection were [...] Read more.
Teaching is a specific type of profession with a specific mission. In this study, the motivation level of primary school teachers in Slovakia in the period from 2015 to 2020 was analyzed. A total of 1189 Slovak teachers with a stratified selection were addressed. Cronbach’s Alpha, Tukey’s HSD (honest significant difference), and ANOVA were used to analyze the data obtained. The research results confirm that Slovak teachers are motivated most by relationship and financial factors. Other important motivation factors are atmosphere in the workplace, a good work team, a supervisor’s approach, a fair appraisal system, and a basic salary. The research also confirms that, over the duration of the study, there was a significant change in the average level of motivation factors; however, there was no change in their relative proportion and structure. In relation to gender, significant diachronic differences were confirmed. Research results prove that Slovak teachers have stable requirements in terms of motivation. This study’s findings will further help school management create effective motivation programs for primary school teachers. Regarding the fact that no similar research has been conducted in Slovakia in a long time, the research results presented here are original and unique. Full article
(This article belongs to the Special Issue Studies in Teacher Identity and Professional Development)
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