Professional Identities in Initial Teacher Education: The Narratives and Questions of Teacher Agency

ISBN-13: 9783030094201 / Angielski / Miękka / 2019 / 234 str.

Denise Mifsud

Spis treści

Chapter 1. Setting the Stage for Student Teacher Identities in Initial Teacher Education

Chapter 2. Initial Teacher Education and Its Representation in Literature: Global Policy Narratives

Chapter 3. The Attractiveness of the Teaching Profession and Possible Links to Career Choice Motivations

Chapter 4. Always Wanted to Become a Teacher Because…Exploring Career Choice Motivations from the Lens of Actor-Network Theory

Chapter 5. Who Am I? Student Teachers and Their Narratives of Identity Perception, Construction and Performance

Chapter 6. The Presentation of Personal and Professional Selves: A Goffmanesque Perspective of Student Teachers’ Identity Crises

Chapter 7. Exploring the Role of School Placement from a Foucauldian Perspective: The Theory-Policy-Practice Divide

Chapter 8. Professional Standardization and Teacher Agency? What Space for Leadership Development?

Chapter 9. Concluding Remarks

O autorze

Denise Mifsud is the Gozo College Principal within the Ministry for Education and Employment, Malta, and an independent education researcher and consultant. She is also an Associate Fellow of the Higher Education Academy.

Blurb

This book explores the perception, construction and performance of professional identities in initial teacher education (ITE). Drawn from a collection of narrative data from postgraduate students, the author explores these topics through school placement, career choice motivations, the attractiveness of the teaching profession, the presentation of personal and professional selves, and professional standards.

 

The findings of this study can be applied across both European and global dimensions. The use of narrative methodology for data collection, in addition to the implementation of various theoretical frameworks, ensures that the book holds a wide appeal. Interweaving theory with personal experiences, this reflective book will appeal to students and scholars of ITE, as well as early career researchers and practitioners.