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RECONSTRUCTING TEACHER IDENTITY: EXPERİENCES OF A TURKISH TEACHER AIDE IN AN AMERİCAN PRESCHOOL CLASSROOM

Year 2011, Volume: 19 Issue: 3, 733 - 742, 01.09.2011

Abstract

The purpose of this study is to examine the thoughts, feelings, and dilemmas and to describe how a Turkish teacher aide created or reshaped her professional identity in the light of her experience in an American preschool educational setting. A descriptive case study method was employed in the study to gain in-depth understanding of the issue. Using purposive sampling a Turkish teacher aide was selected to participate in the study. The data was collected through a semi-structured interview. The results revealed that her teaching practice has been heavily influenced by a collectivistic society’s points of view but her current identity has been shaped with the new perspectives she gained in the U.S.

References

  • 1. 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(7), 749-764.
  • 2. Cooper, K., & Olson, M. (1996). The multiple “I’s” of teacher identity. In M. Kompf, D. Dworet, & R. Boak (Eds.), Changing research and practice (pp. 78-89). London: Falmer Press.
  • 3. Danielewicz, J. (2001). Teaching selves: identity, pedagogy, and teacher education. Albany, N.Y.: State University of New York Press
  • 4. Duff, P. A. & Uchida, Y. (1997). The negotiation of teachers’ sociocultural identities and practices in postsecondary EFL classrooms. TESOL Quarterly, 31, (2), 451-486.
  • 5. Franzak, J. K. (2002). Developing a teacher identity: the impact of critical friends practice on the student teacher. English Education, 34(4), 258-280.
  • 6. Gao, X., & Trent, J. (2009). Understanding mainland Chinese student teachers’ motivations for choosing a teacher education programme in Hong Kong. Journal of Education for Teaching, 35(2), 145–159.
  • 7. Hong, J. Y. (2010). Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession. Teaching and Teacher Education, 26, 1530-1543.
  • 8. Knowles, J. G. (1992). Models for understanding pre-service and beginning teachers’ biographies: Illustrations from case studies. In I. Goodson (Ed.) Studying Teachers’ Lives (pp. 99-153). Columbia University, NY: Teachers College Press.
  • 9. Li, M., & Bray, M. (2007). Cross-border flows of students for higher education: Push-pull factors and motivations of mainland Chinese students in Hong Kong and Macau. Higher Education, 53, 791–818.
  • 10. Mello, Robin A. (2001, March). Passing the torch: developing students’ professional identity through connected narratives. Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education, Dallas, TX.
  • 11. Mawhinney, H. & Xu, F. (1997). Restructuring the professional identity of foreign-trained teachers in Ontario Schools. TESOL Quarterly, 31(3), 632-639.
  • 12. McAlpine, L. & Taylor, D. (1993). Instructional preferences of Cree, Inuit, and Mohawk teachers. Journal of American Indian Education, 33(1), 1-20.
  • 13. Merriam, S. B. (2001). Qualitative research and case study applications in education. San Francisco, Ca: Jossey-Bass
  • 14. Merriam-Webster On-line (2010). Merriam-Webster dictionary. 22 Aralık 2010 tarihinde http://www.webster.com adresinden erişildi.
  • 15. Schultz, J. G. (1988). Developing theoretical models/conceptual frameworks in vocational education research. Journal of Vocational Education Research, 13(3), 29-43.
  • 16. Thomas, L. & Beauchamp, C. Understanding new teachers’ professional identities through metaphor. Teaching and Teacher Education (2011), doi: 10.1016/j.tate.2010.12.007
  • 17. Timostsuk, I. & Ugaste, A. (2010). Student teachers’ professional identity. Teaching and Teacher Education, 26, 1563-1570.
  • 18. Travers, K. A. (2000, April). Preservice teacher identity made visible: a self study approach. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.
  • 19. Trent, J. & DeCoursey, M. (2011). Crossing boundaries and constructing identities: the experiences of early career mainland Chinese English language teachers in Hong Kong. Asia-Pacific Journal of Teacher Education, 39(1), 65-78.
  • 20. Trumbull, E., Rothstein-Fish, C., & Greenfield, P. M. (2000). Bridging cultures in our schools: new approaches that work. Knowledge brief. Washington, D.C.: Office of Educational Research and Improvement, (ERIC Document Reproduction Service No. ED440954).
  • 21. Volkmann, M. J. & Anderson, M. A. (1998). Creating professional identity: dilemmas and metaphors of a first-year chemistry teacher. Science Education, 82(3), 293-310.
  • 22. Watson, C. (2006). Narratives of practice and the construction of identity in teaching. Teachers and Teaching: Theory and Practice, 12(5), 509-526

ÖĞRETMEN KİMLİĞİNİN YENİDEN YAPILANMASI: BİR TÜRK YARDIMCI ÖĞRETMENİN BİR AMERİKAN OKUL ÖNCESİ SINIFINDA EDİNDİĞİ TECRÜBELER

Year 2011, Volume: 19 Issue: 3, 733 - 742, 01.09.2011

Abstract

Bu çalışmanın amacı bir Türk yardımcı öğretmenin bir Amerikan sınıfında edindiği tecrübelerin onda yarattığı duyguları düşünceleri, ve ikilemleri inceleyerek mesleki kimliğinde yaşadığı değişikliklikleri ortaya koymaktır. Olay hakkında derinlemesine bilgi edinilmesini sağlamak için betimsel vaka incelemesi metodu kullanılmıştır. Çalışma için, amaca dayalı örneklem yöntemi kullanılarak bir Türk öğretmen yardımcısı seçilmiştir. Veriler yarı yapılandırılmış görüşme tekniği ile toplanmıştır. Ortaya çıkan sonuçlar yardımcı öğretmenin öğretmenlik uygulamalarının kollektif toplum görüşünden derinlemesine etkilendiğini fakat bu uygulamaları ve kimliğini Amerika’da elde ettiği kazanım ve deneyimlerle değiştirdiğini göstermiştir.

References

  • 1. 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(7), 749-764.
  • 2. Cooper, K., & Olson, M. (1996). The multiple “I’s” of teacher identity. In M. Kompf, D. Dworet, & R. Boak (Eds.), Changing research and practice (pp. 78-89). London: Falmer Press.
  • 3. Danielewicz, J. (2001). Teaching selves: identity, pedagogy, and teacher education. Albany, N.Y.: State University of New York Press
  • 4. Duff, P. A. & Uchida, Y. (1997). The negotiation of teachers’ sociocultural identities and practices in postsecondary EFL classrooms. TESOL Quarterly, 31, (2), 451-486.
  • 5. Franzak, J. K. (2002). Developing a teacher identity: the impact of critical friends practice on the student teacher. English Education, 34(4), 258-280.
  • 6. Gao, X., & Trent, J. (2009). Understanding mainland Chinese student teachers’ motivations for choosing a teacher education programme in Hong Kong. Journal of Education for Teaching, 35(2), 145–159.
  • 7. Hong, J. Y. (2010). Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession. Teaching and Teacher Education, 26, 1530-1543.
  • 8. Knowles, J. G. (1992). Models for understanding pre-service and beginning teachers’ biographies: Illustrations from case studies. In I. Goodson (Ed.) Studying Teachers’ Lives (pp. 99-153). Columbia University, NY: Teachers College Press.
  • 9. Li, M., & Bray, M. (2007). Cross-border flows of students for higher education: Push-pull factors and motivations of mainland Chinese students in Hong Kong and Macau. Higher Education, 53, 791–818.
  • 10. Mello, Robin A. (2001, March). Passing the torch: developing students’ professional identity through connected narratives. Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education, Dallas, TX.
  • 11. Mawhinney, H. & Xu, F. (1997). Restructuring the professional identity of foreign-trained teachers in Ontario Schools. TESOL Quarterly, 31(3), 632-639.
  • 12. McAlpine, L. & Taylor, D. (1993). Instructional preferences of Cree, Inuit, and Mohawk teachers. Journal of American Indian Education, 33(1), 1-20.
  • 13. Merriam, S. B. (2001). Qualitative research and case study applications in education. San Francisco, Ca: Jossey-Bass
  • 14. Merriam-Webster On-line (2010). Merriam-Webster dictionary. 22 Aralık 2010 tarihinde http://www.webster.com adresinden erişildi.
  • 15. Schultz, J. G. (1988). Developing theoretical models/conceptual frameworks in vocational education research. Journal of Vocational Education Research, 13(3), 29-43.
  • 16. Thomas, L. & Beauchamp, C. Understanding new teachers’ professional identities through metaphor. Teaching and Teacher Education (2011), doi: 10.1016/j.tate.2010.12.007
  • 17. Timostsuk, I. & Ugaste, A. (2010). Student teachers’ professional identity. Teaching and Teacher Education, 26, 1563-1570.
  • 18. Travers, K. A. (2000, April). Preservice teacher identity made visible: a self study approach. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.
  • 19. Trent, J. & DeCoursey, M. (2011). Crossing boundaries and constructing identities: the experiences of early career mainland Chinese English language teachers in Hong Kong. Asia-Pacific Journal of Teacher Education, 39(1), 65-78.
  • 20. Trumbull, E., Rothstein-Fish, C., & Greenfield, P. M. (2000). Bridging cultures in our schools: new approaches that work. Knowledge brief. Washington, D.C.: Office of Educational Research and Improvement, (ERIC Document Reproduction Service No. ED440954).
  • 21. Volkmann, M. J. & Anderson, M. A. (1998). Creating professional identity: dilemmas and metaphors of a first-year chemistry teacher. Science Education, 82(3), 293-310.
  • 22. Watson, C. (2006). Narratives of practice and the construction of identity in teaching. Teachers and Teaching: Theory and Practice, 12(5), 509-526
There are 22 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Arif Yılmaz This is me

Publication Date September 1, 2011
Published in Issue Year 2011 Volume: 19 Issue: 3

Cite

APA Yılmaz, A. (2011). RECONSTRUCTING TEACHER IDENTITY: EXPERİENCES OF A TURKISH TEACHER AIDE IN AN AMERİCAN PRESCHOOL CLASSROOM. Kastamonu Education Journal, 19(3), 733-742.

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