Journal article
"This is English class": Evolving identities and a literacy teacher's shifts in practice across figured worlds
Teaching and teacher education, Vol.68, pp.190-199
11/01/2017
DOI: 10.1016/j.tate.2017.09.008
Abstract
Teacher learning should be regarded as a complex life-long process, one that may be best understood as interwoven with the life-long process of identity development. Using concepts like figured worlds, histories-in-person, cultural artifacts, and conceptual/procedural identity (Holland, Lachiotte, Skinner, & Cain, 1998), this paper explores one secondary teacher's shifting from traditional methods of English teaching to a workshop approach. As the teacher perceived the figured nature of dominant narratives about schooling alongside his own history-in-person, emerging tensions became productive spaces. This paper concludes with implications about the usefulness of identity theories to examine and facilitate teacher learning over time. (C) 2017 Elsevier Ltd. All rights reserved.
Details
- Title: Subtitle
- "This is English class": Evolving identities and a literacy teacher's shifts in practice across figured worlds
- Creators
- Jessica Cira Rubin - The University of Texas at AustinCharlotte L. Land - The University of Texas at Austin
- Resource Type
- Journal article
- Publication Details
- Teaching and teacher education, Vol.68, pp.190-199
- DOI
- 10.1016/j.tate.2017.09.008
- ISSN
- 0742-051X
- eISSN
- 1879-2480
- Publisher
- Elsevier
- Number of pages
- 10
- Language
- English
- Date published
- 11/01/2017
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984949217302771
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