Female Teacher Identity and Educational Reform: Perspectives from India

Autor/inn/en	Clarke, Marie; Atwal, Jyoti; Raftery, Deirdre; Liddy, Mags; Ferris, Ruth; Sloan, Seaneen; Kitanova, Magdelina; Regan, Ellen
Titel	Female Teacher Identity and Educational Reform: Perspectives from India
Quelle	In: Teacher Development, 27 (2023) 4, S.415-430 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Clarke, Marie) ORCID (Atwal, Jyoti) ORCID (Raftery, Deirdre) ORCID (Liddy, Mags) ORCID (Ferris, Ruth) ORCID (Sloan, Seaneen) ORCID (Regan, Ellen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2023.2219645
Schlagwörter	Women Faculty; Professional Identity; Educational Change; Foreign Countries; Educational Policy; Faculty Development; Secondary School Teachers; Teacher Student Relationship; Cultural Context; India + Suchen Sie Ihr Suchwort? Frauenakademie; Weibliche Gelehrte; Bildungsreform; Ausland; Politics of education; Bildungspolitik; Teacher student relationships; Lehrer-Schüler-Beziehung; Indien
Abstract	This article explores the ways in which female teachers negotiate their developing teacher identities and educational reform. It provides interesting data from the case of India that reflects female teacher identity and agency in the context of educational reform. Few studies specifically reference gendered responses to education reform; fewer still focus on how female teachers respond and act upon these reforms. It is argued that educational reform efforts in India should take into account female teachers' lives and development. This small qualitative study explores through semi-structured interviews the emerging identities of eight female teachers who work in five different higher secondary schools in Chennai, Tamil Nadu. Their responses were analysed using the voice-centred relational approach. The findings point to the importance of understanding the different ways female teachers negotiate their developing teacher identities in response to the changing structural and cultural contexts in which they find themselves. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01