Understanding Teacher Identity: The Complexities of Forming an Identity as Professional Teacher introduces the reader to a collection of research-based works by authors that represent current research concerning the complexities of teacher identity and the role of teacher preparation programs in shaping the identity of teachers. Important to teacher preparation, as a profession, is a realization that the psychological, philosophical, theoretical, and pedagogical underpinnings of teacher identity have critical importance in shaping who the teacher is, and will continue to become in his/her practice. Teacher identity is an instrumental factor in teachers’ and the students’ success. Chapter One opens the book with a focus on the development of teacher identity, providing an introduction to the book and an understanding of the growing importance of identity in becoming a teacher. Chapters Two–Nine present field-based research that examines the complexities of teacher identity in teacher preparation and the importance of teacher identity in the teaching and learning experiences of the classroom. Finally, Chapter Ten presents an epilogue focusing on teacher identity and the importance, as teacher educators and practitioners, of making sense of who we are and how identity plays a critical role in the preparation and practice of teachers.
Patrick M. Jenlink is Regents Professor in the Department of Secondary Education and Educational Leadership, James I. Perkins College of Education, Stephen F. Austin State University.
Chapter 1. The Development of Teacher Identity: Becoming a Teacher
Patrick M. Jenlink
Chapter 2. The Impact of Teacher Education in School Practice: The Professional Identity Development of a Novice Primary School Teacher of Mathematics
Chapter 3. Mediated Representations of Teacher Identity in Mr. D: Reconciling Cultural Images of the Expert-Professional Educator
Charles L. Lowery
Chapter 4. “It’s Just Kinda Like a Year-long Job Interview”: Preservice Teacher Identity Development in a Year-long Teacher Residency
Chapter 5. The TIN WOODMAN: An Analogy for Overcoming Heartless Educator Preparation
Chapter 6. Work(s) in Progress: Professional Teacher Identity Development in Lesbian and Gay Preservice E/La Teachers
Chapter 7. Exploring the Mathematics Identities of Pre-Service Elementary and Early Childhood Teachers
Ashley Renaire Davis and Helen L. Johnson
Chapter 8. Pre-service Language Teachers’ Agency Experiences: Constructing Professional Identities through Agentive Participation in University Courses
Päivikki Jääskelä, Riikka Alanen, Maria Ruohotie-Lyhty, and Anne Pitkänen-Huhta
Chapter 9. Music Teacher Resilience: Identity Transitions During the Early Years of Teaching
Kristen Pellegrino, Erik Johnson, Cynthia L. Wagoner, and Sean Robert Powell
Chapter 10. Epilogue: Teacher Identity: The Importance of Making Sense of One’s Self as Teacher
About the Editor and Authors
Understanding Teacher Identity opens wide the door for authentic conversations about teacher preparation and clinical practice with teacher persona and professional identity serving as the central theme. Grounded in research, the authors provide thoughtful and timely information relevant in the development of future teachers as consideration is given to teacher candidates’ finding their voice, acknowledging their influence, and inspiring the next generation of young learners. It is a must-read book for anyone involved in the education of pre-service teachers and in their ongoing professional development.
Patrick Jenlink has brought together a collection of research studies that exemplify how teacher identity is at once socially constructed, space-based, and inherently linked to pedagogy. With a focus on pre-service teachers and what teacher educators can do to help them develop full identities in various disciplines, this collection sheds light on the centrality of teacher identity development when becoming a teacher.
The topic of teacher identity is relevant now more than ever, and Jenlink explores the intersecting social, emotional, and relational processes that mediate “who” and “how” a teacher becomes. Insightful, essential, and instructive, these chapters examine the construction of teacher identity through various perspectives including communities of practice, figured worlds, and agentic experiences. Moving from the experience of a pre-service to a professional teacher, we gain deeper understanding of the complexity and fluidity of the identity development of a teacher.
Teacher identity is closely related to teacher efficacy, making this exploration of how teachers come to be as teachers vital to the progression of our understanding of “good” teaching and learning. This text explores the development of teacher identities from a variety of angles, including international contexts and pre-service contexts, as well as early and later career contexts. This kaleidoscopic presentation of writings on teacher identity allows the reader insight into the intersections of teacher identity development and the practice of teaching.