Advertisement

Identity-Agency in Progress: Teachers Authoring Their Identities

  • Maria Ruohotie-Lyhty
Chapter

Abstract

Teachers’ professional identities have been widely recognized as the key resource through which teachers make sense of their work. Despite this recognition, few studies have offered a longitudinal perspective on the processes involved in teachers’ identity development. In this chapter I will offer an advanced conceptualization of the ways in which teachers author their identity development processes. I use examples from two longitudinal research projects on pre-service and in-service teachers’ identity development to illustrate the teachers’ efforts to maintain and develop their professional identities, and identifies two agentic dynamics in professional identity development: renegotiation and defense.

Keywords

Identity Identity-agency Agency Pre-service teachers In-service teachers 

References

  1. Ahearn, L. M. (2001). Language and agency. Annual Review of Anthropology, 30(1), 109–137.CrossRefGoogle Scholar
  2. Akkerman, S. F., & Meijer, P. C. (2011). A dialogical approach to conceptualizing teacher identity. Teaching and Teacher Education, 27, 308–319.CrossRefGoogle Scholar
  3. Barkhuizen, G. (2016). A short story approach to analyzing teacher (imagined) identities over time. TESOL Quarterly, 50(3), 655–683.CrossRefGoogle Scholar
  4. Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175–189.CrossRefGoogle Scholar
  5. Beijaard, D., Meijer, P., & Verloop, N. (2004). Reconsidering research on teachers’professional identity. Teaching and Teacher Education, 20(2), 107–128.CrossRefGoogle Scholar
  6. Billett, S. (2006). Work, change and workers. Dordrecht, The Netherlands: Springer.CrossRefGoogle Scholar
  7. Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.Google Scholar
  8. Crossley, M. L. (2000). Narrative psychology, trauma and the study of self/identity. Theory & Psychology, 10(2), 527–546.CrossRefGoogle Scholar
  9. Day, C., Kington, A., Stobart, G., & Sammons, P. (2006). The personal and professional selves of teachers: Stable and unstable identities. British Educational Research Journal, 32(4), 601–616.CrossRefGoogle Scholar
  10. Eteläpelto, A., Vähäsantanen, K., & Hökkä, P. (2015). How do novice teachers in Finland perceive their professional agency? Teachers and Teaching, 21(6), 660–680.CrossRefGoogle Scholar
  11. Eteläpelto, A., Vähäsantanen, K., Hökkä, P., & Paloniemi, S. (2013). What is agency? Conceptualizing professional agency at work. Educational Research Review, 10, 45–65.CrossRefGoogle Scholar
  12. Haniford, L. C. (2010). Tracing one teacher candidate’s discursive identity work. Teaching and Teacher Education, 26, 987–996.CrossRefGoogle Scholar
  13. Hong, J. Y. (2010). Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession. Teaching and Teacher Education, 26, 1530–1543.CrossRefGoogle Scholar
  14. Kelchtermans, G., & Ballet, K. (2002). The micropolitics of teacher induction: A narrative-biographical study on teacher socialisation. Teaching and Teacher Education, 18(1), 105–120.CrossRefGoogle Scholar
  15. Lanas, M., & Kelchtermans, G. (2015). “This has more to do with who I am than with my skills”: Student teacher subjectification in Finnish teacher education. Teaching and Teacher Education, 47, 22–29.CrossRefGoogle Scholar
  16. Pappa, S., Moate, J., Ruohotie-Lyhty, M., & Eteläpelto, A. (2017). Teachers’ pedagogical and relational identity negotiation in the Finnish CLIL context. Teaching and Teacher Education, 65, 61–70.CrossRefGoogle Scholar
  17. Polkinghorne, D. E. (1988). Narrative knowing and the human sciences. Albany, NY: State University of New York Press.Google Scholar
  18. Polkinghorne, D. E. (1996). Narrative knowing and the study of lives. In J. Birren (Ed.), Aging and biography: Explorations in adult development (pp. 77–99). New York: Springer.Google Scholar
  19. Ruohotie-Lyhty, M. (2011). Constructing practical knowledge of teaching: Eleven newly qualified language teachers’ discursive agency. Language Learning Journal, 39(3), 365–380.CrossRefGoogle Scholar
  20. Ruohotie-Lyhty, M. (2013). Struggling for a professional identity: Two newly qualified language teachers’ identity narratives during the first years at work. Teaching and Teacher Education, 30(1), 120–129.CrossRefGoogle Scholar
  21. Ruohotie-Lyhty, M. (2016). Dependent or independent: The construction of the beliefs of newly qualified foreign language teachers. In P. Kalaja, A. M. F. Barcelos, M. Aro, & M. Ruohotie-Lyhty (Eds.), Beliefs, agency and identity in foreign language learning and teaching (pp. 149–171). London: Palgrave.CrossRefGoogle Scholar
  22. Ruohotie-Lyhty, M., & Moate, J. (2016). Who and how?: Preservice teachers as active agents developing professional identities. Teaching and Teacher Education, 55, 318–327.CrossRefGoogle Scholar
  23. Sahlberg, P. (2011). Finnish lessons. New York: Teachers College Press.Google Scholar
  24. Thomas, L., & Beauchamp, C. (2011). Understanding new teachers’ professional identities through metaphor. Teaching and Teacher Education, 27, 762–769.CrossRefGoogle Scholar
  25. Timotštšuk, I., & Ugaste, A. (2010). Student teachers’ professional identity. Teaching and Teacher Education, 26, 1563–1570.CrossRefGoogle Scholar
  26. Vähäsantanen, K. (2015). Professional agency in the stream of change: Understanding educational change and teachers’ professional identities. Teaching and Teacher Education, 47, 1–12.CrossRefGoogle Scholar
  27. Vähäsantanen, K., & Eteläpelto, A. (2011). Vocational teachers’ pathways in the course of a curriculum reform. Journal of Curriculum Studies, 43(3), 291–312.CrossRefGoogle Scholar

Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  1. 1.Department of Language and Communication StudiesUniversity of JyväskyläJyväskyläFinland

Personalised recommendations