Abstract
All of the issues, contexts and questions discussed in the preceding chapters contribute to the ongoing construction of a teacher educator’s professional identity. In this chapter, the authors explore the notion of professional identity in shared text and in dialogue with each other. They draw upon the literature and their own personal narratives to develop and research their work, to examine their ongoing attempts to shape and frame their understanding of teacher educator identity.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Allison-Roan, V., & Hayes, M. P. (2012). To be heard, to be seen, to matter: Consequences of/for self in utilising one’s narrative. Studying Teacher Education, 8(2), 127–141.
Baggini, J. (2011). The ego trick: What does it mean to be you? London: Granta Books.
Bakhtin, M. (1981). The dialogic imagination. In C. Emerson & M. Holquist (Eds.), Four essays by M.M. Bakhtin. Austin: University of Texas Press.
Bukowski, C. (1980/2002). Introduction. In J. Fante (Ed.), Ask the dust. New York: HarperCollins.
Bullock, S. M., & Ritter, J. K. (2011). Exploring the transition into academia through collaborative self-study. Studying Teacher Education, 7(2), 171–181.
Bullough, R. V., Jr. (2005). Quest for identity in teaching and teacher education. In G. Hoban (Ed.), The missing links in teacher education design (pp. 237–256). Dordrecht: Springer.
Bullough, V., Jr. (2008). Counternarratives: Studies of teacher education and becoming and being a teacher. Albany: State University of New York Press.
Cole, D. R. (2011). Educational life-forms: Deleuzian teaching and learning practice. Rotterdam: Sense.
Connelly, F. M., & Clandinin, D. J. (1999). Shaping a professional identity: Stories of educational practice. New York: Teachers College Press.
De Weerdt, S., Bouwen, R., Corthouts, F., & Martens, H. (2006). Identity transformation as an intercontextual process. Industry and Higher Education, 20, 317–326.
Denzin, N. (1989). Interpretive biography. Newbury Park: Sage.
Drake, C. (2006). Turning point: Using teachers’ mathematics lifestories to understand the implementation of mathematics education reform. Journal of Mathematics Teacher Education, 9, 579–608.
Erickson, L. B., Young, J. R., & Pinnegar, S. (2011). Teacher educator identity: Emerging understandings of person, positioning, roles, and collaborations. Studying Teacher Education, 7(2), 105–107.
Goodson, I. (2013). Developing narrative theory: Life histories and personal representation. London and New York: Routledge.
Goodson, I., & Gill, S. (2014). Critical narrative as pedagogy. London: Bloomsbury.
Grant, A. (2013). Introduction: Storying life and lives. In N. P. Short, L. Turner, & A. Grant (Eds.), Contemporary British autoethnography. Rotterdam: Sense.
Hayler, M. (2009). The self-narrative character of teacher educators’ pedagogy. Unpublished Doctoral thesis, University of Brighton.
Hayler, M. (2011). Autoethnography, self-narrative and teacher education. Rotterdam: Sense.
Hayler, M., & Williams, J. (2018). Narratives of learning from co-editing, writing and presenting stories of experience in self-study. Studying Teacher Education, 14(1), 103–119.
Jackson, A. (2009). What am I doing when I speak of this present? Voice, power, and desire in truth-telling. In A. Jackson & L. Mazzei (Eds.), Voice in qualitative inquiry: Challenging conventional interpretive, and critical conceptions of qualitative research (pp. 165–174). London: Routledge.
Kim, Y. M., & Green, W. L. (2011). Aligning professional and personal identities: Applying core reflection in teacher education practice. Studying Teacher Education, 7, 109–119.
Lather, P. (2009). Against empathy, voice and authenticity. In A. Jackson & L. Mazzei (Eds.), Voice in qualitative inquiry: Challenging conventional interpretive, and critical conceptions of qualitative research (pp. 17–26). London: Routledge.
McAdams, D. (2001). The psychology of life stories. Review of General Psychology, 5(2), 100–122.
McNeil, B. (2011). Charting a way forward: Intersections of race and space in establishing identity as an African-Canadian teacher educator. Studying Teacher Education, 7(2), 133–144.
Mockler, N. (2011). Beyond ‘what works’: Understanding teacher identity as a practical and political tool. Teachers and Teaching: Theory and Practice, 17(5), 517–528.
Murray, J., & Male, T. (2005). Becoming a teacher educator: Evidence from the field. Teaching and Teacher Education: An International Journal of Research and Studies, 21, 125–142.
Murray, J., Swennen, A., & Kosnik, C. (2019). International research, policy and practice in teacher education: Insider perspectives. London: Springer.
Nias, J. (1989). Primary teachers talking: A study of teaching as work. London: Routledge.
Pinnegar, S. (2005). Identity development, moral authority, and the teacher educator. In G. Hoban (Ed.), The missing links in teacher education design (pp. 257–279). Dordrecht: Springer.
Polkinghorne, D. (1988). Narrative knowing and human science. New York: State University of New York Press.
Ramirez, L., & Allison, V. (2018, July 15–19). Examining attitudes and beliefs about public education through co-autobiographical self-study. In D. Garbett & A. Ovens (Eds.), Pushing boundaries and crossing borders: Self-study as a means for researching pedagogy (pp. 351–357). Proceedings of the 12th international conference of self study of teacher education practices, Herstmonceaux.
Richardson, L. (2000). Writing: A method of inquiry. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 923–948). London: Sage.
Skerrett, A. (2008). Biography, identity, and inquiry: The making of teacher, teacher educator, and researcher. Studying Teacher Education, 4(2), 143–156.
Southworth, G. (1995). Looking into primary headship: A research based interpretation. London: Falmer Press.
Toibin, C. (2012). New ways to kill your mother: Writers and their families. London: Penguin.
Webster, L., & Mertova, P. (2007). Using narrative inquiry as a research method: An introduction to using critical event narrative analysis in research on learning and teaching. London: Routledge.
Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press.
Williams, J., & Hayler, M. (Eds.). (2016). Professional learning through transitions and transformations: Teacher educators’ journeys of becoming. Dordrecht: Springer.
Young, J., & Erickson, L. (2011). Imagining, becoming and being a teacher: How professional history mediates teacher education identity. Studying Teacher Education, 7, 121–129.
Author information
Authors and Affiliations
Rights and permissions
Copyright information
© 2020 The Author(s)
About this chapter
Cite this chapter
Hayler, M., Williams, J. (2020). Constructing an Identity as a Teacher Educator. In: Being a Teacher Educator in Challenging Times. Self-Study of Teaching and Teacher Education Practices, vol 22. Springer, Singapore. https://doi.org/10.1007/978-981-15-3848-3_9
Download citation
DOI: https://doi.org/10.1007/978-981-15-3848-3_9
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-15-3847-6
Online ISBN: 978-981-15-3848-3
eBook Packages: EducationEducation (R0)