Teacher Identity Development Within a Community of Practice

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Series: Education in a Competitive and Globalizing World
BISAC: EDU046000; EDU059000
DOI: https://doi.org/10.52305/RCGD8969

The development and refinement of a professional teacher identity forms an integrated part of both pre- and in-service teachers. More specifically, any person entering the teaching profession needs to engage in reflexive practice when standing in front of a class and putting theory into practice. By understanding one’s strengths and areas for further development, a teacher can build self-confidence and develop a repertoire of skills and resources that can be mobilized within the school context.

Teacher Identity Development Within a Community of Practice makes a valuable contribution to the existing knowledge base and current debates on professional teacher identity development and how this can be supported by higher education institutions offering teacher training programs. More specifically, professional identity development is linked to the importance of a community of practice, where joint reflection and action can add value to the continued development of any teacher. The contribution of this book to scholarship is regarded as ground-breaking, as it is based on recent research conducted with pre-service teachers over a period of three years. In addition to the pioneering contribution to existing literature in the fields of teacher identity development and community of practice theory, the publication has practical application value for teachers and practitioners already in the profession.

Based on the participatory nature of the methodological approach followed for the FIRE research project, the importance of agency, collaboration within a community of practice, joint reflection and continued action is illustrated. More specifically, the way in which the teachers-in-becoming engaged in cycles of reflection and action while taking joint responsibility for their professional development in communication with others in the field demonstrates how continued participatory research by people on ground level can result in not only theory building but also in positive change and continued future development in practice.

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Table of Contents

Dedication

List of Figures

List of Tables

Preface

Acknowledgments

Abbreviations

Chapter 1. Introduction and Background Information
(Ronél Ferreira – Faculty of Education, University of Pretoria, Pretoria, South Africa)

Chapter 2. Conceptualising Teacher Identity
(Sonja van Putten – Faculty of Education, University of Pretoria, Pretoria, South Africa)

Chapter 3. Bridging the Gap Between Theory and Practice
(Sonja van Putten and Nicolass Blom – Faculty of Education, University of Pretoria, Pretoria, South Africa)

Chapter 4. The Teacher as Teaching and Learning Expert
(Judy van Heerden and Hannelie du Preez – Faculty of Education, University of Pretoria, Pretoria, South Africa)

Chapter 5. The Caring and Support Identity of Student Teachers
(Marien Alet Graham – Faculty of Education, University of Pretoria, Pretoria, South Africa)

Chapter 6. Pre-Service Teachers’ Perceptions of Being a Subject Specialist
(Amelia Abrie – Faculty of Education, University of Pretoria, Pretoria, South Africa)

Chapter 7. Emerging Leadership and Management Identity of Student Teachers
(André du Plessis – Faculty of Education, University of Pretoria, Pretoria, South Africa)

Chapter 8. The Joy and Frustration of Using Information Technology in Developing as a Teacher
(Ronel Callaghan – Faculty of Education, University of Pretoria, Pretoria, South Africa)

Chapter 9. Challenges Student Teachers Experience in the Development of their Professional Teacher Identity
(Nicolas Blom – Faculty of Education, University of Pretoria, Pretoria, South Africa)

Chapter 10. Student Teachers Taking Agency to Strengthen their Teacher Identity
(Ronél Ferriera – Faculty of Education, University of Pretoria, Pretoria, South Africa)

About the Editor

About the Contributors

Index

Additional information

Binding

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