Professional Learning and Identities in Teaching

International Narratives of Successful Teachers
1. Auflage 2021
ISBN: 978-0-367-46359-5
Verlag: Routledge

Buch, Englisch, 220 Seiten, Format (B × H): 161 mm x 240 mm, Gewicht: 502 g

Reihe: Routledge Research in Teacher Education

This book explores the reflective potentialities offered by analyses of teachers’ professional learning narratives. The book has a specific focus on narratives on professional learning and professional identities emerging from different contexts and gives a deeper understanding of successful teachers’ narratives globally.

Diverging from universally standardized constructions of idealized teacher identity and professional learning, the book provides analyses of a diversified set of cases with detailed descriptions of each teacher’s idiographic and professional context to gain a deeper understanding of situated professional identities. With contributions from a range of international backgrounds, it shows teachers of various age groups, subject areas and curricula contribute their narratives to help readers reflect on different trajectories toward becoming a teacher. These narratives provide insight into and a deeper understanding of the conditions and complex processes that being a "successful" teacher involves within these case studies, providing a useful contribution to the field of teacher education.

Professional Learning and Identities in Teaching: International Narratives of Successful Teachers will be of great interest to researchers, academics, and post-graduate students of teacher education and international and comparative education.

Autoren/Hrsg.

Karaman, A. Cendel

Edling, Silvia

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Vergleichende und Empirische Bildungsforschung
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Multikulturelle Pädagogik, Friedenserziehung

Inhaltsverzeichnis

Introduction

A. CENDEL KARAMAN AND SILVIA EDLING

1. Remaining a student of teaching forever: Critical reflexive insights from a lifetime of multiple teacher identities in the Republic of Ireland

GERALDINE MOONEY SIMMIE

2. From success/failure binaries to teaching for justice: Conceptualizing education as access, responsibility, dignity, and transparency

WALTER S. GERSHON

3. Teacher narratives as counter-narratives of successful teaching

MARIA ALFREDO MOREIRA, ROSA MARIA MORAES ANUNCIATO AND MARIA APARECIDA P. VIANA

4. “If I can do it at this school, you can put me anywhere”: Case studies from Australian graduate teachers in diverse and challenging schools

LYNETTE LONGARETTI AND DIANNE TOE

5. Professional development of EFL teachers through reflective practice in a supportive community of practice

CHITOSE ASAOKA

6. Looking back with pride—looking forward in hope: The narratives of a transformative teacher

FATMA GÜMÜSOK

7. Understanding a teacher’s professional identity through pedagogical rhythm

SÖREN HÖGBERG

8. Revisiting selves through a “success” perspective: An autoethnographic quest of a language teacher across intercultural spaces

TUGAY ELMAS

9. Path toward the construction of a professional identity: A narrative inquiry into a language teacher’s experiences

PINAR YENI-PALABIYIK

10. “Successful teaching”: Neoliberal influences and emerging counter-narratives

EMRULLAH YASIN ÇIFTÇI AND A. CENDEL KARAMAN

Conclusion: Context, interconnectedness, balance, and risk in teachers’ narratives

SILVIA EDLING AND A. CENDEL KARAMAN

Über Autor(innen)

A. Cendel Karaman is Professor in the Faculty of Education at Middle East Technical University, Turkey. His research focuses on interculturality, teacher education, curriculum, professional development, identity, language education, and international mobility in education.

Silvia Edling is a Professor and excellent teacher at the Academy of Education and Business Studies at University of Gävle, Sweden, and specializes in questions concerning democracy, teacher professionalism, historical consciousness ethics, justice, and rights in education and higher education.