Overview
Provides a comprehensive collection of perspectives focused on deepening understanding of teacher identity development
Brings together a broad range of international scholars’ work on teacher identity
Maps out challenges and innovations of teacher identity research
Reflects a deep appreciation for the social, contextual, and international dimensions of teacher identity development
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Table of contents (21 chapters)
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Introduction to Research on Teacher Identities
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Theoretical Understandings of Teacher Identity Development
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Teacher Identity Development in Various Learning Contexts
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Teacher Identity Development in the Content Areas
Keywords
About this book
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.
Editors and Affiliations
About the editors
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.
Bibliographic Information
Book Title: Research on Teacher Identity
Book Subtitle: Mapping Challenges and Innovations
Editors: Paul A. Schutz, Ji Hong, Dionne Cross Francis
DOI: https://doi.org/10.1007/978-3-319-93836-3
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: Springer International Publishing AG, part of Springer Nature 2018
Hardcover ISBN: 978-3-319-93835-6Published: 23 July 2018
Softcover ISBN: 978-3-030-06728-1Published: 03 January 2019
eBook ISBN: 978-3-319-93836-3Published: 11 July 2018
Edition Number: 1
Number of Pages: XVIII, 251
Number of Illustrations: 7 b/w illustrations
Topics: Teaching and Teacher Education, Educational Psychology