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Identity, Pedagogy, and Change

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اقرأ على الانترنت اقرأ أكثر حفظ في قائمتي
  • المؤلفون: Emma T. Reeve-Lobaugh
  • اللغة:
    English
  • المصدر:
    Educational Research: Theory and Practice. 2024 35(1):157-173.
  • الموضوع:
    2024
  • نوع التسجيلة:
    Journal Articles
    Reports - Research
  • معلومة اضافية
    • Peer Reviewed:
      Y
    • المصدر:
      17
    • Education Level:
      High Schools
      Secondary Education
    • الموضوع:
      Professional Identity; Self Concept; Educational Change; Reflection; Decision Making; Correlation; Teacher Characteristics; Teaching Methods; Classroom Techniques; High School Teachers; Metacognition; Public School Teachers
    • الموضوع:
      Colorado
    • ISSN:
      2637-8965
    • نبذة مختصرة :
      Teacher identity guides classroom choices and responses to proposed change, yet identity work and reflection are frequently overlooked components of professional development. Based in dialogic self theory, this qualitative study used narrative case study to examine teachers' perceptions of interactions between their identities, choices, and responses to change. This study determined that while teachers are aware of how their identities guide their choices, they often do not acknowledge divergences between their identities and choices and do not see responses to change as connected to their identities. Further research into specific elements of teacher identity and teacher reflection is recommended.
    • نبذة مختصرة :
      As Provided
    • الموضوع:
      2024
    • الرقم المعرف:
      EJ1417700