Professional Learning and Identities in Teaching: International Narratives of Successful Teachers

Inquiring into constructions of successful teaching within the field of educationSituating the teaching profession in relation purposes of educationProfessional development trajectories and identitiesStudying narratives of teachersConclusionReferencesRemaining a student of teaching forever: Critical reflexive insights from a lifetime of multiple teacher identities in the Republic of IrelandEducation as a field of radical possibilityPerformativity in teacher education in IrelandWhy teacher identities need the politicalMy critical insights from the field of practiceTeacher in a secondary schoolRegional support officer to schoolsEducational researcher at the universityConclusionReferencesFrom success/failure binaries to teaching for justice: Conceptualizing education as access, responsibility, dignity, and transparencySuccess, failure, and measurementModes of inquiry: AutoethnographyOn the (im)possibility of teacher success: Modernism, binaries, and universal understandingsEugenics, efficiency, and segregationSystems and being acquired by success/failure binariesEducational modernisms: Universal, linear, and sequentialSameness as justiceConclusion: Teaching for justice—access, responsibility, dignity, transparencyReferencesTeacher narratives as counter-narratives of successful teachingDeconstructing “grand” narratives of successful teachingSuccessful teaching, pedagogy, and teacher educationThe place of/for teacher narrativesMidwifery in action: Giving birth to the concept of successful teachingCounter-narratives of successful teachingLearning with students and responding to each of them with the purpose of inclusion of allContextualized curriculum and assessment at the service of advancing learningContinuous personal and professional investmentA collaborative culture among peers and with familiesStructured reflection over time fueled by writingConclusion: Deterritorializing teacher education and successful teachingReferences“If I can do it at this school, you can put me anywhere” : Case studies from Australian graduate teachers in diverse and challenging schoolsThe National Exceptional Teachers for Disadvantaged Schools (NETDS) programMethodologyThe role of the researcherCase study selectionMelissa—“tune into the signs”Max—“Short sharp and shiny”Anna—“Everyone in it together”ConclusionReferencesProfessional development of EFL teachers through reflective practice in a supportive community of practiceCollegiality in professional developmentResearch designMethodologyParticipants and contextual backgroundThe trajectories of professional development over a yearMasato’s contextMasato’s initial struggle and teacher beliefsKenta’s contextKenta’s initial concern and teacher beliefsCo-constructing meaning in a collaborative community of practiceKenta’s caseMasato’s caseConclusionReferencesLooking back with pride—looking forward in hope: The narratives of a transformative teacherWho is a transformative teacher?What is professional identity?Why do we need a study on the narratives of a transformative teacher?How did I conduct this study?Who is this transformative teacher? & My role as a researcherHow did this transformative EFL teacher’s professional identity emerge?Having a similar background with studentsBecoming a leaderHaving a self-transformational experience which enabled her to become a teacherHow did this transformative teacher enact her professional identity in her school life?Having a strong sense of work ethicsHaving working relationships through effective communicationSeeing teaching as a both transformative and affective practiceConclusion: What can be concluded from this transformative teacher’s stories?ReferencesUnderstanding a teacher’s professional identity through pedagogical rhythmContext, method, key concepts, and the rationale of the studyHannah’s overall ambitionsHannah’s view on more short-term objectives in educational situationsThe contours of a pedagogical rhythm—describing Hannah’s teachershipHannah’s thoughts on shifts of objectives including a self-critiqueUnderstanding Hannah’s teachership—her pedagogical rhythmConclusionReferencesRevisiting selves through a “success” perspective: An autoethnographic quest of a language teacher across intercultural spacesIntroduction: A personal conceptualization of “successful teaching/teacher”The method giving voice to my narrativeThe design for tracing the narrativesAn introduction to an ongoing narrativeDiscovering othernessNavigating in the third spacePre-sojourn aspirationsWhile sojournPost sojourn implicationsPeripheral to central participationConclusionReferencesPath toward the construction of a professional identity: A narrative inquiry into a language teacher’s experiencesIntroduction: IdentityFormation of identity-in-practiceNarrative inquiry for studying teacher identityMethodA narrative analysis of Elif’s identity constructionElif’s path toward becoming a professional teacherElif’s construction of teacher identityDiscussionParticipation, reification, competence, and multimembershipLearning as identity, interconnectedness of local and global relationsTransformative teacher professionalismConclusionReferences“Successful teaching”: Neoliberal influences and emerging counter-narrativesMode of inspiration: Critical discourse studiesA brief introduction to neoliberalism and theories of neoliberalism 1Neoliberal influences on educational domains and the construction of “successful teaching”Emerging counter-narratives confronting the neoliberal influence on teachingConclusionReferencesSo what does it mean to be an excellent teacher?An awareness of change, relations, and complexity in everyday practiceThe importance of paying regard to various purposes and contextsThe interconnectedness of entitiesThe importance of balancing various often dilemmatic aspects in educationThe presence of risk in educationThe existence of multiple and holistic teacher identitiesBrief summing upReferences
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