Verbal and Visual Strategies of Teachers' Work on Identity

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F14%3A00074382" target="_blank" >RIV/00216224:14210/14:00074382 - isvavai.cz</a>

Výsledek na webu

<a href="https://czasopisma.marszalek.com.pl/images/pliki/tner/201404/tner3810.pdf" target="_blank" >https://czasopisma.marszalek.com.pl/images/pliki/tner/201404/tner3810.pdf</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.15804/tner.14.38.4.10" target="_blank" >10.15804/tner.14.38.4.10</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Verbal and Visual Strategies of Teachers' Work on Identity

Popis výsledku v původním jazyce

The paper describes qualitative research which studied six teachers from their professional beginnings to the present position of an experienced – expert – teacher. The research method used is life story, through which the teacher's career is reconstructed. The key research question is: What strategies of work on identity did a teacher use to become an expert teacher? The most important motor of change and particularly of a teacher's development was his/her decision and commitment to the development of his/her identity (Pittard, 2003). Snow and Anderson (1987) labelled this process as work on one's identity. I will discuss only verbal and visual strategies, which the teacher uses to influence the environment at school in general (verbal distancing, gossip, and strategy of uniqueness). The paper concludes with a discussion of how necessary the verbal and visual strategies directed towards the school space are for the teacher's professional identity. Had they no power, teachers could not influence decision-making processes.

Název v anglickém jazyce

Verbal and Visual Strategies of Teachers' Work on Identity

Popis výsledku anglicky

The paper describes qualitative research which studied six teachers from their professional beginnings to the present position of an experienced – expert – teacher. The research method used is life story, through which the teacher's career is reconstructed. The key research question is: What strategies of work on identity did a teacher use to become an expert teacher? The most important motor of change and particularly of a teacher's development was his/her decision and commitment to the development of his/her identity (Pittard, 2003). Snow and Anderson (1987) labelled this process as work on one's identity. I will discuss only verbal and visual strategies, which the teacher uses to influence the environment at school in general (verbal distancing, gossip, and strategy of uniqueness). The paper concludes with a discussion of how necessary the verbal and visual strategies directed towards the school space are for the teacher's professional identity. Had they no power, teachers could not influence decision-making processes.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

50300 - Education

Projekt

<a href="/cs/project/GA13-23578S" target="_blank" >GA13-23578S: Učitel a žáci v dialogickém vyučování</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2014

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

New Educational Review

ISSN

1732-6729

e-ISSN

—

Svazek periodika

Neuveden

Číslo periodika v rámci svazku

38

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

11

Strana od-do

141-151

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-84961358542