Developing New Professional Identities: From In-Service Teacher to In-Service Teacher Educator

Autor/inn/en	Gümüsok, Fatma; Seferoglu, Gölge
Titel	Developing New Professional Identities: From In-Service Teacher to In-Service Teacher Educator
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 49 (2023) 4, S.680-694 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gümüsok, Fatma) ORCID (Seferoglu, Gölge)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2022.2133599
Schlagwörter	Foreign Countries; Professional Identity; Beginning Teachers; Teacher Educators; Communities of Practice; Teacher Collaboration; Experienced Teachers; Teacher Attitudes; Faculty Development; Turkey + Suchen Sie Ihr Suchwort? Ausland; Junior teacher; Junglehrer; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Community; Lehrerkooperation; Lehrerverhalten; Türkei
Abstract	This case study reports on the professional identity development of a group of beginning in-service teacher educators in Türkiye. The focus was on investigating how a group of in-service teacher educators' participation in professional communities and their collaboration with experienced educators and teachers affected their professional identity development. Within the qualitative constructivist paradigm, twelve participants were interviewed for unearthing the social and relational dimensions of developing as teacher educators in Turkish in-service teacher education (INSET) context. The analysis drew on the theoretical-methodological framework which is composed of five identity lenses (becoming, doing, knowing, being, and belonging). The findings indicated that a supportive community of colleagues and the attitudes of INSET participants were the building blocks of teacher educators' development. This article highlights the significance of professional collaboration and the crucial influence of INSET participants on in-service teacher educators' identity development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01