Abstract
Experts have asserted that teacher identity is an integral part of classroom practices; studying teacher identity construction would allow us to understand the teachers’ learning process and teaching practices. It is then argued that identity is fluid and is never a stand-alone aspect. Further, many studies of the discursive construction of teacher identities have suggested teacher identity construction is highly contextual. However, little research has focused on how pre-K teachers serving low-income students and families construct their professional identities discursively. Grounded within the perspectives of Discursive Psychology, this study is interested in how a US government-sponsored pre-K program teacher discursively constructs her identities. The findings further suggest the fluidity of identity and particularly posit that the teacher has constructed and claimed her collective and co-constructed identities, as well as discursively formed her identities as a person who values social capital, who is practical, who serves the needy students and families, who has power or resources, and who is a lifelong learner. The findings further implicate the need to consider teachers’ identities to understand their learning, growth, and classroom practices.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
More From: Englisia: Journal of Language, Education, and Humanities
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.