p 2012

Narrative and Social Construction of Expert Teacher Professional Identity

ŠVAŘÍČEK, Roman

Basic information

Original name

Narrative and Social Construction of Expert Teacher Professional Identity

Name in Czech

Narrative and Social Construction of Expert Teacher Professional Identity

Authors

Edition

Lecture at Department of Education, Aarhus University, Copenhagen. 2012

Other information

Language

English

Type of outcome

Vyžádané přednášky

Field of Study

50300 5.3 Education

Country of publisher

Denmark

Confidentiality degree

není předmětem státního či obchodního tajemství

References:

Organization unit

Faculty of Arts

Tags

International impact
Změněno: 11/9/2012 14:33, Mgr. Roman Švaříček, Ph.D.

Abstract

V originále

There are various theories describing a teacher’s development and progress. They study, for example, changes in a teacher’s interpersonal styles throughout his/her career (Wubbels, Levy, 1993), the development of a teacher’s professional career (Foley, 2004), the constitution of various evolutionary phases in a teacher’s life (Steffy et al., 2000), and the development of skills and knowledge (Anderson, 2002). The lecture describes a 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: How did the teacher become an expert teacher? Specific questions: How does a teacher develop? How do an expert teacher’s opinions, methods and knowledge develop? 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) label this process as work on one’s identity (it includes activities towards creation, presentation and maintenance of one’s identity). I will talk about different strategies, which a teacher uses to influence the environment in his/her own classroom (student-to-teacher feedback, peer feedback, moral teaching, innovation, routine, intuition, and cooperating with pupils’ parents) and at school in general (informal relationships, verbal distancing, diplomacy, open wars, gossip, and shaman’s strategy).