Journal article
Embracing Institutional Authority: The Emerging Identity of a Novice Teacher Educator
Studying teacher education, Vol.10(1), pp.36-52
01/01/2014
DOI: 10.1080/17425964.2013.862493
Abstract
This self-study explores the emerging identity of a first-time teacher educator using a framework that views identity as natural, institutional, discursive, and affinity. This framework provided an opportunity to unpack empirically how these various strands of identity intersected within the classroom of a novice teacher educator. Situated in the context of an elementary social studies methods classroom, this study reveals various struggles with the institutional authority of being a teacher educator. Issues such as how preservice teachers perceive a novice teacher educator, the acknowledgment of lack of experience, and the process of negotiating institutionalized and systemic power within the classroom are discussed. Because this study also featured a mentor professor as a critical friend, the implications of self-study work and mentoring first-time teacher educators are also featured in the discussion section. Considering the importance of identity in shaping the practice of new teachers, this self-study reveals the importance of further complicating the emerging and evolving identities of new teacher educators.
Details
- Title: Subtitle
- Embracing Institutional Authority: The Emerging Identity of a Novice Teacher Educator
- Creators
- Joseph McAnulty - Saint Louis UniversityAlexander Cuenca - Saint Louis University
- Resource Type
- Journal article
- Publication Details
- Studying teacher education, Vol.10(1), pp.36-52
- DOI
- 10.1080/17425964.2013.862493
- ISSN
- 1742-5964
- eISSN
- 1742-5972
- Publisher
- Taylor & Francis
- Number of pages
- 17
- Language
- English
- Date published
- 01/01/2014
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9985223622802771
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