Pedagogies of developing teacher identity

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Abstract

This chapter explores the notion of teacher identity and how teacher education might help to create a strong and clear vision for what it means to be a professional teacher. Within the organizational features and structures of teacher education, the pedagogy that students of teaching experience is crucial in shaping their understanding of their sense of identity. Teacher education needs to acknowledge and respond to the needs, issues, and concerns students of teaching have and create expectations that push beyond the personal and strive for the professional. This chapter suggests that in recognizing the importance of pedagogical reasoning and understanding learning about teaching through an inquiry stance, that students of teaching might begin to not only recognize the importance of knowledge of practice but also begin to see how to create knowledge from practice. A vision for their professional identity is then borne of a need to see value in "noticing" through practice in order to become more informed about teaching and learning. In doing so, the importance of pedagogy as a relationship between teaching and learning and the teacher's role in mediating that relationship can support the development of an identity as a professional teacher.
Original languageEnglish
Title of host publicationInternational Teacher Education
Subtitle of host publicationPromising Pedagogies (Part A)
EditorsCheryl J. Craig, Lily Orland-Barak
Place of PublicationBingley UK
PublisherEmerald Group Publishing Limited
Pages257-272
Number of pages16
Volume22
ISBN (Print)9781784411367
DOIs
Publication statusPublished - 2014

Publication series

NameAdvances in Research on Teaching
PublisherEmerald Group Publishing Limited
Volume22
ISSN (Print)1479-3687

Keywords

  • Knowledge of practice
  • Learning about teaching
  • Pedagogical reasoning
  • Student teacher
  • Teacher identity
  • Teaching

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