Research on Teacher Identity

1. Front Matter

   Pages i-xviii

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2. Introduction to Research on Teacher Identities

   1. Front Matter

      Pages 1-1

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   2. Research on Teacher Identity: Introduction to Mapping Challenges and Innovations

      • Paul A. Schutz, Dionne Cross Francis, Ji Hong

      Pages 3-9

3. Theoretical Understandings of Teacher Identity Development

   1. Front Matter

      Pages 11-11

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   2. Teacher Identity Discourse as Identity Growth: Stories of Authority and Vulnerability

      • Janet Alsup

      Pages 13-23

   3. Identity-Agency in Progress: Teachers Authoring Their Identities

      • Maria Ruohotie-Lyhty

      Pages 25-36

   4. Teacher Professional Identity and Career Motivation: A Lifespan Perspective

      • Paul W. Richardson, Helen M. G. Watt

      Pages 37-48

   5. Critical Events, Emotional Episodes, and Teacher Attributions in the Development of Teacher Identities

      • Paul A. Schutz, Sharon L. Nichols, Samantha Schwenke

      Pages 49-60

   6. Professional Identity Matters: Agency, Emotions, and Resilience

      • Christopher Day

      Pages 61-70

   7. Teacher Identity and Motivation: The Dynamic Systems Model of Role Identity

      • Avi Kaplan, Joanna K. Garner

      Pages 71-82

4. Teacher Identity Development in Various Learning Contexts

   1. Front Matter

      Pages 83-83

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   2. Engaging Teacher Identities in Teacher Education: Shifting Notions of the “Good Teacher” to Broaden Teachers’ Learning

      • Grace A. Chen, Ilana S. Horn, Susan Bobbitt Nolen

      Pages 85-95

   3. Supervision Dialogues in Teacher Education: Balancing Dis/continuities of the Vocational Self-Concept

      • Martine M. van Rijswijk, Larike H. Bronkhorst, Sanne F. Akkerman, Jan van Tartwijk

      Pages 97-107

   4. Mentor Teachers. Contributions to the Development of Preservice Teachers’ Identity

      • Mahsa Izadinia

      Pages 109-119

   5. Student Teachers’ Identity Development in Relation to “Teaching for Creativity”

      • Paulien C. Meijer, Ida E. Oosterheert

      Pages 121-130

5. Teacher Identity Development in the Content Areas

   1. Front Matter

      Pages 131-131

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   2. “I’m Not Just a Math Teacher”: Understanding the Development of Elementary Teachers’ Mathematics Teacher Identity

      • Dionne Cross Francis, Ji Hong, Jinqing Liu, Ayfer Eker

      Pages 133-143

   3. Elementary Science Teacher Identity as a Lived Experience: Small Stories in Narrative Analysis

      • Lucy Avraamidou

      Pages 145-155

   4. Becoming a Language Teacher: Tracing the Mediation and Internalization Processes of Pre-service Teachers

      • Vesna Dimitrieska

      Pages 157-168

   5. Teacher Identity and Political Instruction

      • Wayne Journell

      Pages 169-179

Understanding teachers’ professional identities and their development is key to unpacking teachers’ professional lives, the quality of their instruction, their motivation and commitment to teach, and their career decision-making. This book features a number of scholars from around the world who represent a variety of disciplines, scientific paradigms, and inquiry methods in researching teacher identity. By bringing these chapters together, this volume initiates active scholarly conversations and extends the boundaries of teacher identity research and practice. This collection of chapters provides significant insight into teacher identity and will be essential reading for pre-service and in-service teachers, teacher educators, school administrators, professional developers, and policy makers at various levels.

• teacher development
• teacher self-understanding
• teacher role
• pre-service teachers
• millennial teachers
• teacher emotions
• teacher attributions
• teacher education
• teacher self-concept
• identity transformation
• professional identity
• teacher career motivation
• teacher development

• University of Texas, San Antonio, USA

  Paul A. Schutz

• University of Oklahoma, Norman, USA

  Ji Hong

• Indiana University, Bloomington, USA

  Dionne Cross Francis

Paul A. Schutz is currently a Professor in the Department of Educational Psychology at the University of Texas at San Antonio. His research interests include the nature of emotion, emotional regulation, and teachers’ understandings of emotion in the classroom. He is a past president for Division 15: Educational Psychology of the American Psychological Association and a former co-editor of the Educational Researcher: Research News and Comments.

Dionne Cross Francis is an associate professor of mathematics education in the Department of Curriculum and Instruction at Indiana University and the Director of the Center for P-16 Research and Collaboration. Her research interests include investigating the relationships among psychological constructs such as beliefs, identity and emotions and how the interplay between these constructs influence teachers’ instructional decision-making prior to and during the act of teaching (mathematics).

Ji Hong an Associate Professor of Educational Psychology at the University of Oklahoma. Her research focuses on pre-service and in-service teachers’ professional identity development, motivation to teach, emotions, and resilience in relation to teacher retention and teacher effectiveness. She is an Associate Editor of Teachers and Teaching: Theory and Practice, and an Editorial Board member of Contemporary Educational Psychology.

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