A Dialogical Approach to Conceptualizing Teacher Identity

Autor/inn/en	Akkerman, Sanne F.; Meijer, Paulien C.
Titel	A Dialogical Approach to Conceptualizing Teacher Identity
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 27 (2011) 2, S.308-319 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2010.08.013
Schlagwörter	Theories; Self Concept; Definitions; Educational Research; Teacher Characteristics + Suchen Sie Ihr Suchwort? Theory; Theorie; Selbstkonzept; Begriffsbestimmung; Bildungsforschung; Pädagogische Forschung
Abstract	In recent attempts to address the notion of teacher identity, scholars have stressed how identity is dynamically evolving, intrinsically related to others, and consists of multiple identities. Though these postmodern characterizations represent radically new perceptions of identity, they are not extensively discussed in relation to previous assumptions on singularity or sameness of teacher identity. The emerging theory of dialogical self in psychology offers a more elaborate approach to teacher identity, conceived of as "both" unitary and multiple, "both" continuous and discontinuous, and "both" individual and social. Based on this approach, teacher identity is re-defined and implications for research are identified. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10