The Experts below are selected from a list of 48951 Experts worldwide ranked by ideXlab platform
Jenifer V Helms - One of the best experts on this subject based on the ideXlab platform.
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science and me subject matter and Identity in secondary school science Teachers
Journal of Research in Science Teaching, 1998Co-Authors: Jenifer V HelmsAbstract:This article explores the relationship between subject matter and secondary science Teacher Identity, or sense of self. Based on the recent literature on Identity and responses of five secondary science Teachers in in-depth interviews, I develop a multidimensional model of Identity and discuss the role of subject matter in the Teachers' descriptions of who they are as people and professionals. I offer implications of this relationship for science education reform and Teacher education. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 811–834, 1998.
Felicia Moore Mensah - One of the best experts on this subject based on the ideXlab platform.
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teaching contexts that influence elementary preservice Teachers Teacher and science Teacher Identity development
Journal of Science Teacher Education, 2018Co-Authors: Jessica L Chen, Felicia Moore MensahAbstract:Supporting elementary preservice Teachers’ development of a science Teacher Identity provides a way to address challenges of low self-efficacy, self-confidence, and pedagogical content knowledge in...
Erika Lofstrom - One of the best experts on this subject based on the ideXlab platform.
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tensions and the Teacher s role in student Teacher Identity development in primary and subject Teacher curricula
Scandinavian Journal of Educational Research, 2019Co-Authors: Tiina Anspal, Ali Leijen, Erika LofstromAbstract:This paper describes a 2-year follow-up study on Teacher Identity development in different types of Teacher education programmes. Teacher Identity development was analysed with a focus on student t...
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the development of academics Teacher Identity enhancing reflection and task perception through a university Teacher development programme
Studies in Educational Evaluation, 2015Co-Authors: Anne Nevgi, Erika LofstromAbstract:Abstract The study investigated the development of academics’ Teacher identities in a research-intensive environment when supported through a sustained university Teacher development programme (UTD). The study applied a follow-up design. The various type data (Approaches to Teaching Inventory, interviews, and teaching practicum reports) were collected over period of 5–6 years from 11 academics. Data were analysed utilising narrative approach. Four Teacher Identity groups were identified. The results indicate that Teacher Identity develops through dynamic interaction between a reflection of teaching practice and a deepening knowledge of theoretical pedagogical constructs. The willingness to reflect is crucial for the development as a university Teacher. ATI was fairly accurate in anticipating future reflective engagement with the development of oneself as a university Teacher.
Carole P Mitchener - One of the best experts on this subject based on the ideXlab platform.
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building Teacher Identity with urban youth voices of beginning middle school science Teachers in an alternative certification program
Journal of Research in Science Teaching, 2004Co-Authors: Amira Proweller, Carole P MitchenerAbstract:Teacher Identity development and change is shaped by the interrelationship between personal biography and experience and professional knowledge linked to the teaching environment, students, subject matter, and culture of the school. Working from this framework, this study examines how beginning Teacher interns who are part of an alternative route to Teacher certification construct a professional Identity as science educators in response to the needs and interests of urban youth. From the Teacher interns, we learn that crafting a professional Identity as a middle-level science Teacher involves creating a culture around science instruction driven by imagining “what can be,” essentially a vision for a quality and inclusive science curriculum implicating science content, teaching methods, and relationships with their students. The study has important implications for the preparation of a stronger and more diverse teaching force able to provide effective and inclusive science education for all youth. It also suggests the need for greater attention to personal and professional experience and perceptions as critical to the development of a meaningful Teacher practice in science. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 1044–1062, 2004
Hayriye Kayiaydar - One of the best experts on this subject based on the ideXlab platform.
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multiple identities negotiations and agency across time and space a narrative inquiry of a foreign language Teacher candidate
Critical Inquiry in Language Studies, 2015Co-Authors: Hayriye KayiaydarAbstract:Drawing on the post-structural views and the literature on Teacher Identity and agency, and using narrative inquiry, this paper describes how one Teacher candidate majoring in Spanish negotiated her identities across time and space and how her Identity negotiations interacted with her agency. The recursive analysis of qualitative data sources demonstrates how this particular Teacher candidate gave up teaching Spanish, after years of investment and preparation, and switched her focus to teaching English as a second language. By describing and discussing the Identity transformation she underwent and negotiations she engaged in, this study adds to the limited literature on foreign language Teacher Identity and agency, and provides implications for Teacher educators in foreign language Teacher education programs.
