Verbal and Visual Strategies of Teachers' Work on Identity

J 2014

Verbal and Visual Strategies of Teachers' Work on Identity

ŠVAŘÍČEK, Roman

Základní údaje

Originální název

Verbal and Visual Strategies of Teachers' Work on Identity

Autoři

ŠVAŘÍČEK, Roman (203 Česká republika, garant, domácí)

Vydání

New Educational Review, Wydawnictwo Adam Marszałek, 2014, 1732-6729

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

50300 5.3 Education

Stát vydavatele

Česká republika

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Impakt faktor

Impact factor: 0.149 v roce 2012

Kód RIV

RIV/00216224:14210/14:00074382

Organizační jednotka

Filozofická fakulta

DOI

http://dx.doi.org/10.15804/tner.14.38.4.10

Klíčová slova anglicky

expert teacher; identity; professional development

Štítky

rivok

Příznaky

Recenzováno

Změněno: 19. 4. 2024 12:23, Mgr. Michal Petr

Anotace

V originále

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.

Návaznosti

GA13-23578S, projekt VaV

Název: Učitel a žáci v dialogickém vyučování

Investor: Grantová agentura ČR, Učitel a žáci v dialogickém vyučování

Přiložené soubory

SVARICEK_Verbal_and_visual_strategies_TNER_2014.pdf

Požádat o autorskou verzi souboru

Citovat

ŠVAŘÍČEK, Roman. Verbal and Visual Strategies of Teachers' Work on Identity. New Educational Review. Wydawnictwo Adam Marszałek, 2014, Neuveden, č. 38, s. 141-151. ISSN 1732-6729. Dostupné z: https://dx.doi.org/10.15804/tner.14.38.4.10.

@article{1219924,
   author = {Švaříček, Roman},
   article_number = {38},
   doi = {http://dx.doi.org/10.15804/tner.14.38.4.10},
   keywords = {expert teacher; identity; professional development},
   language = {eng},
   issn = {1732-6729},
   journal = {New Educational Review},
   title = {Verbal and Visual Strategies of Teachers' Work on Identity},
   url = {https://czasopisma.marszalek.com.pl/images/pliki/tner/201404/tner3810.pdf},
   volume = {Neuveden},
   year = {2014}
}

TY  - JOUR
ID  - 1219924
AU  - Švaříček, Roman
PY  - 2014
TI  - Verbal and Visual Strategies of Teachers' Work on Identity
JF  - New Educational Review
VL  - Neuveden
IS  - 38
SP  - 141-151
EP  - 141-151
PB  - Wydawnictwo Adam Marszałek
SN  - 17326729
KW  - expert teacher
KW  - identity
KW  - professional development
UR  - https://czasopisma.marszalek.com.pl/images/pliki/tner/201404/tner3810.pdf
N2  - 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.
ER  -

ŠVAŘÍČEK, Roman. Verbal and Visual Strategies of Teachers' Work on Identity. \textit{New Educational Review}. Wydawnictwo Adam Marszałek, 2014, Neuveden, č.~38, s.~141-151. ISSN~1732-6729. Dostupné z: https://dx.doi.org/10.15804/tner.14.38.4.10.

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