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PERCEPTIONS OF IN-SERVICE TEACHERS ON TEACHER IDENTITY

Year 2021, Volume: 10 Issue: 19, 1 - 16, 14.06.2021

Aysun Doğutaş

Abstract

Within the education system curriculum, teacher, administration, school environment, parents and students are the main objects. However, the teacher is the most important one among all since teaching is shaped by the teacher. The purpose of this study was to explore and to improve understanding of teacher identity of in-service teachers. This study will use qualitative research method, within the qualitative research methods interviewing will be used to get a deeper understanding of teachers' opinions on teacher identity. The study group consists of 21 in-service teachers from different branches and cities in Turkey. The data were analyzed through the coding process until clear themes emerged. Seven significant themes were explored during this journey: the content of the teaching profession, occupational features of a teacher, standardization of occupational features, change of professional identity in time, meaning of teacher identity, the importance of teacher identity, and factors affecting teacher identity.

Keywords

teacher teacher identity professional identity professional features

References

  • Agee, J. (2004). Negotiating a teacher identity: An African American teacher’s struggle to teach in test-driven contexts. Teacher College Record, 106, 747‒774.
  • Ahn, J. (2011). Review of children’s identity construction via narratives. Creative Education, 2, 415‒417.
  • Avraamidou, L. (2014). Studying science teacher identity: current insights and future research directions, Studies in Science Education, 50, 145-179.
  • Barone, T., Berliner, D. C., Blanchard, J., Casanova, U., & McGowan, T. (1996). A future for teacher education: Developing a strong sense of professionalism. In J. Sikula (Ed.), Handbook of research on teacher education (2nd ed., pp. 1108‒1145). New York, NY: Simon & Schuster Macmillan.
  • Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education,39, 175–189.
  • Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20, 107‒128.
  • Beijaard, D., Verloop, N., Vermunt, J. D. (2000). Teachers’ perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16, 749‒764.
  • Berliner, D. C. (2004). Expert teachers: Their characteristics, development, and accomplishments. Barcelona, Spain: Universitat Autònoma de Barcelona.
  • Britzman, D. (2003). Practice makes practice: A critical study of learning to teach (Rev. ed.). Albany, NY: State University of New York Press.
  • Bullough, R. V. (1997). Practicing theory and theorizing practice. In J. Loughran & T. Russell (Eds.), Purpose, passion, and pedagogy in teacher education (pp. 13–31). London, England: Falmer Press.
  • Carter, K., & Doyle, W. (1996). Personal narrative and life history in learning to teach. In J. Sikula, T. J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (pp. 120‒142). New York, NY: Macmillan.
  • Castañeda, J. A. F. (2011). Teacher identity construction: Exploring the nature of becoming a primary school language teacher (Unpublished doctoral dissertation). University of Newcastle, Australia.
  • Chong, S., Low, E.L. & Goh, K. C. (2011). Emerging professional teacher identity of pre-service teachers. Australian Journal of Teacher Education, 36 (8), 50-64.
  • Clandinin, J., & Huber, M. (2005). Shifting stories to live by: Interweaving the personal and the professional in teachers’ lives. In D. Beijaard, P. Meijer, G. Morine-Dershimer, & H. Tillema (Eds.), Teacher professional development in changing conditions (pp. 43‒60). Dordrecht, Netherlands: Springer.
  • Cochran, K. F. (1997). Pedagogical content knowledge: Teachers’ integration of subject matter, pedagogy, students, and learning environments. Research Matters – to the Science Teacher, No. 9702. Retrieved from https://www.narst.org/publications/ research/pck.cfm
  • Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education. Oxon: Routledge.
  • Coldron, J., & Smith, R. (1999). Active location in teachers’ construction of their professional identities. Journal of Curriculum Studies, 31, 711‒726.
  • Connelly, M., & Clandinin, J. (1999). Shaping a professional identity: Stories of educational practice. New York, NY: Teachers College Press.
  • Cresswell, J. W. (2003). Research Design: Qualitative, quantitative, and mixed methods approaches. California: Sage Publications. Çelik, H. R. & Kalkan, Ö. K. (2019). Öğretmen adaylarının meslek öncesi öğretmen kimliği algıları: Pamukkale Üniversitesi örneği. Ege Eğitim Dergisi, 20(2), 351-365. doi: 10.12984/egeefd.628810
  • Danielewicz, J. (2001). Teaching selves: Identity, pedagogy, and teacher education. Albany, NY: State University of New York Press.
  • Day, C., & Kington, A. (2008). Identity, well-being and effectiveness: The emotional contexts of teaching. Pedagogy, Culture & Society, 16(1), 7—23.
  • Day, C., Kington, A., Stobart, G., & Sammons, P. (2006). The personal and professional selves of teachers: Stable and unstable identities. British Educational Research Journal, 32(4), 601-616.
  • Dönmez, Ö. (2008). Türkiye’de öğretmen kimliğinin dönüşümüne ilişkin bir çözümleme, Unpublished Master Thesis, Ankara University, Educational Sciences Institute, Ankara.
  • Fitzgerald, T. K. (1993). Metaphors of identity. Albany, NY: State University of New York Press.
  • Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25, 37‒59.
  • Goodson, I. F., & Cole, A. L. (1994). Exploring the teacher’s professional knowledge: Constructing identity and community. Teacher Education Quarterly, 21, 85‒105.
  • Hattie, J. (2012). Visible learning for teachers. New York, NY: Routledge.
  • Karalı, M. A. (2018). Sosyal bilgiler öğretmen adaylarinin meslek öncesi öğretmen kimlik düzeyleri ile olasi benlikleri arasindaki ilişkinin incelenmesi (Unpublished Master Thesis). Uşak University Social Sciences Institute, Uşak.
  • Kılınç, Ö. M. (2009). Küreselleşme sürecinin eğitim üzerine etkileri ve öğretmen kimliği. Unpublished Doctorate Thesis, Ege University Social Sciences Institute, İzmir.
  • Knowles, G. J. (1992). Models for understanding pre-service and beginning teachers’ biographies: Illustrations from case studies. In I. F. Goodson (Ed.), Studying teachers’ lives (pp. 99–152). London, England: Routledge.
  • Kompf, M., Bond, W. R., Dworet, D., & Boak, R. T. (Eds.). (1996). Changing research and practice: Teachers' professionalism, identities, and knowledge. London, England: Falmer Press.
  • Kvale, S. (1996). Interviews: An introduction to qualitative research interviewing. Thousand Oaks, CA: Sage.
  • Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and Teacher Education, 21, 899-916.
  • Liu, Y., & Xu, Y. (2011). Inclusion or exclusion?: A narrative inquiry of a language teacher’s identity experience in the ‘new work order’ of competing pedagogies. Teaching and Teacher Education, 27, 589–597.
  • MacLure, M. (1993). Arguing for yourself: Identity as an organizing principle in teachers’ jobs and lives. British Educational Research Journal, 19, 311‒323.
  • Olsen, B. (2008). Teaching what they learn, learning what they live. Boulder, CO: Paradigm Publishers.
  • Özdemir, Y. B. (2010). Öğretmen kimliği: sınıf öğretmenleri üzerine sosyolojik bir çalışma (Malatya örneği). Unpublished Master Thesis, Fırat University Social Sciences Institute, Elazığ.
  • Palmer, P. (2007). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco, CA: Jossey-Bass.
  • Reio, T. G. (2005). Emotions as a lens to explore teacher identity and change: A commentary. Teaching and Teacher Education, 21(8), 985–993. doi:10.1016/j.tate.2005.06.008
  • Reynolds, C. (1996). Cultural scripts for teachers: Identities and their relation to workplace landscapes. In M. Kompf, W. R. Bond, D. Dworet, & R. T. Boak (Eds.), Changing research and practice: Teachers’ professionalism, identities and knowledge (pp. 69–77). London, Washington, DC: The Falmer Press.
  • Rodgers, C. R., & Scott, K. H. (2008). The development of the personal self and professional identity in learning to teach. In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre, & K. E. Demers (Eds.), Handbook of research on teacher education: Enduring questions in changing contexts (3rd ed.). New York, NY: Routledge.
  • Rubin, H. J., & Rubin, I. S. (2005). Qualitative Interviewing: The Art of Hearing Data (2nd ed.). Thousand Oaks, CA Sage.
  • Rus, C. L., Tomşa, A. R., Rebega, O. L., & Apostol, L. (2013). Teachers’ professional identity: A content analysis. Procedia-Social and Behavioral Sciences, 78, 315-319. doi:10.1016/j.sbspro.2013.04.302
  • Samuel, M. (2008). Accountability to whom? For what? Teacher identity and the force field model of teacher development. Perspectives in Education, 26(2), 3-16.
  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1‒22.
  • Smagorinsky, P., Cook, L. S., Moore, C., Jackson, A. Y., & Fry, P. G. (2004). Tensions in learning to teach: Accommodation and development of a teaching identity. Journal of Teacher Education, 55, 8‒24.
  • Talmy, S. (2010). Qualitative Interviews in Applied Linguistics: From Research Instrument to Social Practice. Annual Review of Applied Linguistics, 30, 128-148. doi:10.1017/S0267190510000085
  • Tickle, L. (2000). Teacher induction: The way ahead. Buckingham/Philadelphia: Open University Press.
  • Uğurlu, C. T. ve Demir, A. (2016). Etkili okullar için kim ne yapmalı?. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 12(1) 53-57.
  • Ulubey, Ö., Yıldırım, K. ve Alpaslan, M. M. (2018). Pedagojik formasyon eğitimi sertifika programının öğretmen adaylarının öğretmen kimliği algısına etkisinin incelenmesi. MSKU Eğitim Fakültesi Dergisi, 5(1), 48-55.
  • Ünal, I. (2004). Öğretmen imgesinde neoliberal dönüşüm. Eğitim, Bilim ve Toplum Dergisi, 3(11), 4-16.
  • Watson, C. (2006). Narratives of practice and the construction of identity in teaching. Teachers and Teaching: Theory and Practice, 12, 509–526.
  • Weiss, R. S. (1994). Learning from strangers: The art and method of qualitative interview studies. Free Press.
  • Wong, H. K., & Wong, R. T. (2015). The first days of school: How to be an effective teacher (2nd ed.). Atlanta, GA: Clean Earth Books.
  • Zembylas, M. (2003b). Interrogating teacher identity: Emotion, resistance, and self-formation. Educational Theory, 53, 107‒127.

ÖĞRETMEN KİMLİĞİ İLE İLGİLİ ÇALIŞAN ÖĞRETMEN GÖRÜŞLERİ

Year 2021, Volume: 10 Issue: 19, 1 - 16, 14.06.2021

Aysun Doğutaş

Abstract

Eğitim sistemi içinde eğitim programları, öğretmen, yönetim, okul çevresi, aileler ve öğrenciler ana objelerdir. Fakat öğretim öğretmen tarafından şekillendiği için bunların içinde en önemlisi öğretmen objesidir. Bu çalışmanın amacı, okullarda görev yapan öğretmenlerin öğretmen kimliğini nasıl anladıklarını ortaya çıkarmaktır. Bu çalışmada nitel araştırma yöntemini kullanılmıştır. Nitel araştırma yöntemleri içinden öğretmenlerin öğretmen kimliği algısını daha derinden anlayabilmek için görüşme yöntemi kullanılmıştır. Çalışma grubunu Türkiye’de farklı illerde farklı branşlarda çalışan 21 öğretmen oluşturmuştur. Veriler, kodlama yöntemi ile açık temalar ortaya çıkana kadar analiz edilmiştir. Analizler sonucunda yedi ana tema ortaya çıkmıştır: öğretmen mesleğinin içeriği, bir öğretmenin mesleki özellikleri, mesleki özelliklerin standartlaşması, zaman içinde profesyonel kimliğin değişimi, öğretmen kimliğinin anlamı, öğretmen kimliğinin önemi ve öğretmen kimliğini etkileyen sebepler.

Keywords

öğretmen öğretmen kimliği profesyonel kimlik mesleki özellik

References

  • Agee, J. (2004). Negotiating a teacher identity: An African American teacher’s struggle to teach in test-driven contexts. Teacher College Record, 106, 747‒774.
  • Ahn, J. (2011). Review of children’s identity construction via narratives. Creative Education, 2, 415‒417.
  • Avraamidou, L. (2014). Studying science teacher identity: current insights and future research directions, Studies in Science Education, 50, 145-179.
  • Barone, T., Berliner, D. C., Blanchard, J., Casanova, U., & McGowan, T. (1996). A future for teacher education: Developing a strong sense of professionalism. In J. Sikula (Ed.), Handbook of research on teacher education (2nd ed., pp. 1108‒1145). New York, NY: Simon & Schuster Macmillan.
  • Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education,39, 175–189.
  • Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20, 107‒128.
  • Beijaard, D., Verloop, N., Vermunt, J. D. (2000). Teachers’ perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16, 749‒764.
  • Berliner, D. C. (2004). Expert teachers: Their characteristics, development, and accomplishments. Barcelona, Spain: Universitat Autònoma de Barcelona.
  • Britzman, D. (2003). Practice makes practice: A critical study of learning to teach (Rev. ed.). Albany, NY: State University of New York Press.
  • Bullough, R. V. (1997). Practicing theory and theorizing practice. In J. Loughran & T. Russell (Eds.), Purpose, passion, and pedagogy in teacher education (pp. 13–31). London, England: Falmer Press.
  • Carter, K., & Doyle, W. (1996). Personal narrative and life history in learning to teach. In J. Sikula, T. J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (pp. 120‒142). New York, NY: Macmillan.
  • Castañeda, J. A. F. (2011). Teacher identity construction: Exploring the nature of becoming a primary school language teacher (Unpublished doctoral dissertation). University of Newcastle, Australia.
  • Chong, S., Low, E.L. & Goh, K. C. (2011). Emerging professional teacher identity of pre-service teachers. Australian Journal of Teacher Education, 36 (8), 50-64.
  • Clandinin, J., & Huber, M. (2005). Shifting stories to live by: Interweaving the personal and the professional in teachers’ lives. In D. Beijaard, P. Meijer, G. Morine-Dershimer, & H. Tillema (Eds.), Teacher professional development in changing conditions (pp. 43‒60). Dordrecht, Netherlands: Springer.
  • Cochran, K. F. (1997). Pedagogical content knowledge: Teachers’ integration of subject matter, pedagogy, students, and learning environments. Research Matters – to the Science Teacher, No. 9702. Retrieved from https://www.narst.org/publications/ research/pck.cfm
  • Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education. Oxon: Routledge.
  • Coldron, J., & Smith, R. (1999). Active location in teachers’ construction of their professional identities. Journal of Curriculum Studies, 31, 711‒726.
  • Connelly, M., & Clandinin, J. (1999). Shaping a professional identity: Stories of educational practice. New York, NY: Teachers College Press.
  • Cresswell, J. W. (2003). Research Design: Qualitative, quantitative, and mixed methods approaches. California: Sage Publications. Çelik, H. R. & Kalkan, Ö. K. (2019). Öğretmen adaylarının meslek öncesi öğretmen kimliği algıları: Pamukkale Üniversitesi örneği. Ege Eğitim Dergisi, 20(2), 351-365. doi: 10.12984/egeefd.628810
  • Danielewicz, J. (2001). Teaching selves: Identity, pedagogy, and teacher education. Albany, NY: State University of New York Press.
  • Day, C., & Kington, A. (2008). Identity, well-being and effectiveness: The emotional contexts of teaching. Pedagogy, Culture & Society, 16(1), 7—23.
  • Day, C., Kington, A., Stobart, G., & Sammons, P. (2006). The personal and professional selves of teachers: Stable and unstable identities. British Educational Research Journal, 32(4), 601-616.
  • Dönmez, Ö. (2008). Türkiye’de öğretmen kimliğinin dönüşümüne ilişkin bir çözümleme, Unpublished Master Thesis, Ankara University, Educational Sciences Institute, Ankara.
  • Fitzgerald, T. K. (1993). Metaphors of identity. Albany, NY: State University of New York Press.
  • Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25, 37‒59.
  • Goodson, I. F., & Cole, A. L. (1994). Exploring the teacher’s professional knowledge: Constructing identity and community. Teacher Education Quarterly, 21, 85‒105.
  • Hattie, J. (2012). Visible learning for teachers. New York, NY: Routledge.
  • Karalı, M. A. (2018). Sosyal bilgiler öğretmen adaylarinin meslek öncesi öğretmen kimlik düzeyleri ile olasi benlikleri arasindaki ilişkinin incelenmesi (Unpublished Master Thesis). Uşak University Social Sciences Institute, Uşak.
  • Kılınç, Ö. M. (2009). Küreselleşme sürecinin eğitim üzerine etkileri ve öğretmen kimliği. Unpublished Doctorate Thesis, Ege University Social Sciences Institute, İzmir.
  • Knowles, G. J. (1992). Models for understanding pre-service and beginning teachers’ biographies: Illustrations from case studies. In I. F. Goodson (Ed.), Studying teachers’ lives (pp. 99–152). London, England: Routledge.
  • Kompf, M., Bond, W. R., Dworet, D., & Boak, R. T. (Eds.). (1996). Changing research and practice: Teachers' professionalism, identities, and knowledge. London, England: Falmer Press.
  • Kvale, S. (1996). Interviews: An introduction to qualitative research interviewing. Thousand Oaks, CA: Sage.
  • Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and Teacher Education, 21, 899-916.
  • Liu, Y., & Xu, Y. (2011). Inclusion or exclusion?: A narrative inquiry of a language teacher’s identity experience in the ‘new work order’ of competing pedagogies. Teaching and Teacher Education, 27, 589–597.
  • MacLure, M. (1993). Arguing for yourself: Identity as an organizing principle in teachers’ jobs and lives. British Educational Research Journal, 19, 311‒323.
  • Olsen, B. (2008). Teaching what they learn, learning what they live. Boulder, CO: Paradigm Publishers.
  • Özdemir, Y. B. (2010). Öğretmen kimliği: sınıf öğretmenleri üzerine sosyolojik bir çalışma (Malatya örneği). Unpublished Master Thesis, Fırat University Social Sciences Institute, Elazığ.
  • Palmer, P. (2007). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco, CA: Jossey-Bass.
  • Reio, T. G. (2005). Emotions as a lens to explore teacher identity and change: A commentary. Teaching and Teacher Education, 21(8), 985–993. doi:10.1016/j.tate.2005.06.008
  • Reynolds, C. (1996). Cultural scripts for teachers: Identities and their relation to workplace landscapes. In M. Kompf, W. R. Bond, D. Dworet, & R. T. Boak (Eds.), Changing research and practice: Teachers’ professionalism, identities and knowledge (pp. 69–77). London, Washington, DC: The Falmer Press.
  • Rodgers, C. R., & Scott, K. H. (2008). The development of the personal self and professional identity in learning to teach. In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre, & K. E. Demers (Eds.), Handbook of research on teacher education: Enduring questions in changing contexts (3rd ed.). New York, NY: Routledge.
  • Rubin, H. J., & Rubin, I. S. (2005). Qualitative Interviewing: The Art of Hearing Data (2nd ed.). Thousand Oaks, CA Sage.
  • Rus, C. L., Tomşa, A. R., Rebega, O. L., & Apostol, L. (2013). Teachers’ professional identity: A content analysis. Procedia-Social and Behavioral Sciences, 78, 315-319. doi:10.1016/j.sbspro.2013.04.302
  • Samuel, M. (2008). Accountability to whom? For what? Teacher identity and the force field model of teacher development. Perspectives in Education, 26(2), 3-16.
  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1‒22.
  • Smagorinsky, P., Cook, L. S., Moore, C., Jackson, A. Y., & Fry, P. G. (2004). Tensions in learning to teach: Accommodation and development of a teaching identity. Journal of Teacher Education, 55, 8‒24.
  • Talmy, S. (2010). Qualitative Interviews in Applied Linguistics: From Research Instrument to Social Practice. Annual Review of Applied Linguistics, 30, 128-148. doi:10.1017/S0267190510000085
  • Tickle, L. (2000). Teacher induction: The way ahead. Buckingham/Philadelphia: Open University Press.
  • Uğurlu, C. T. ve Demir, A. (2016). Etkili okullar için kim ne yapmalı?. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 12(1) 53-57.
  • Ulubey, Ö., Yıldırım, K. ve Alpaslan, M. M. (2018). Pedagojik formasyon eğitimi sertifika programının öğretmen adaylarının öğretmen kimliği algısına etkisinin incelenmesi. MSKU Eğitim Fakültesi Dergisi, 5(1), 48-55.
  • Ünal, I. (2004). Öğretmen imgesinde neoliberal dönüşüm. Eğitim, Bilim ve Toplum Dergisi, 3(11), 4-16.
  • Watson, C. (2006). Narratives of practice and the construction of identity in teaching. Teachers and Teaching: Theory and Practice, 12, 509–526.
  • Weiss, R. S. (1994). Learning from strangers: The art and method of qualitative interview studies. Free Press.
  • Wong, H. K., & Wong, R. T. (2015). The first days of school: How to be an effective teacher (2nd ed.). Atlanta, GA: Clean Earth Books.
  • Zembylas, M. (2003b). Interrogating teacher identity: Emotion, resistance, and self-formation. Educational Theory, 53, 107‒127.
There are 55 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Aysun Doğutaş 0000-0002-2928-5156

Publication Date June 14, 2021
Published in Issue Year 2021 Volume: 10 Issue: 19

Cite

APA Doğutaş, A. (2021). PERCEPTIONS OF IN-SERVICE TEACHERS ON TEACHER IDENTITY. Elektronik Eğitim Bilimleri Dergisi, 10(19), 1-16.
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