Mediating Teacher Professional Identity: The Emergence of Humanness and Ethical Identity

Autor/inn/en	Tran, Ly Thi; Nguyen, Nhai Thi
Titel	Mediating Teacher Professional Identity: The Emergence of Humanness and Ethical Identity
Quelle	In: International Journal of Training Research, 11 (2013) 3, S.199-212 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1448-0220
DOI	10.5172/ijtr.2013.11.3.199
Schlagwörter	Vocational Education; Vocational Education Teachers; Professional Identity; Ethics; Foreign Students; Teacher Characteristics; Reflective Teaching; Educational Practices; Teacher Student Relationship; Teacher Responsibility; Social Justice; International Education; Semi Structured Interviews; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Ausbilder; Ethik; Bildungspraxis; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrverpflichtung; Soziale Gerechtigkeit; Internationale Erziehung; Ausland; Australien
Abstract	Over the past couple of years, international vocational education and training has been much debated at the nexus of the commercialisation of vocational education and social justice for international students. This nexus has significantly affected the professional identity and responsibilities of teachers who are directly involved in providing vocational education and training for international students. Drawing on a research project funded by the Australian Research Council, this paper offers an alternative lens on vocational teachers' process of mediating professional identity in response to the flow of international students and the commercialisation of vocational education. It employs the logic of relationality as a conceptual framework to interpret teachers' journey of identity re-construction. The humanness and ethical dimensions of identity have been at the heart of the teachers' negotiation over the kind of teachers they are and to which they aspire. The teachers in this research draw on humanness and ethical dimensions to engage in critical reflection of their own teaching practices, their interaction with international students and the socio-political context shaping international vocational education and training. They perceive their professional responsibility not only in relation to the facilitation of students' development of vocational skills and knowledge, but also the provision of pastoral care for international students and the advocating for social justice for this student cohort. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01