Detailed Information on Publication Record
2014
Verbal and Visual Strategies of Teachers' Work on Identity
ŠVAŘÍČEK, RomanBasic information
Original name
Verbal and Visual Strategies of Teachers' Work on Identity
Authors
ŠVAŘÍČEK, Roman (203 Czech Republic, guarantor, belonging to the institution)
Edition
New Educational Review, Wydawnictwo Adam Marszałek, 2014, 1732-6729
Other information
Language
English
Type of outcome
Článek v odborném periodiku
Field of Study
50300 5.3 Education
Country of publisher
Czech Republic
Confidentiality degree
není předmětem státního či obchodního tajemství
References:
Impact factor
Impact factor: 0.149 in 2012
RIV identification code
RIV/00216224:14210/14:00074382
Organization unit
Faculty of Arts
Keywords in English
expert teacher; identity; professional development
Tags
Tags
Reviewed
Změněno: 19/4/2024 12:23, Mgr. Michal Petr
Abstract
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.
Links
| GA13-23578S, research and development project |
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