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Teacher identity revisited: re-centring the individual in participatory accounts of professional learning
Linnaeus University, Faculty of Technology, Department of Mathematics, Department of Mathematics Education.
2017 (English)In: Invited lectures from the 13th International Congress on Mathematical Education / [ed] G. Kaiser, Springer, 2017Chapter in book (Refereed)
Abstract [en]

Studies of professional identity are generally conducted using participatory frameworks and from the perspective of a particular development initiative. They provide understandings of teachers’ move towards more comprehensive participation in the practices the initiative promotes. Studies in line with this main trend, however, leave questions of teacher identity unanswered when teachers are not enrolled in long-term development programmes. I argue that to address such questions a different framework is needed, one that maintains the participatory stance, but focuses on the individual teacher rather than a development initiative. It is the intention of the Patterns-of-Participation framework (PoP) that I introduce to re-centre the individual in this sense. To make my point, I discuss how research frameworks may be conceptualized and compared and use the resulting "frameworks framework" to contrast studies of the main trend with the intentions of PoP.

Place, publisher, year, edition, pages
Springer, 2017.
Keyword [en]
Professional identity; teacher development; research frameworks; social practice theory; Patterns of Participation (PoP)
National Category
Didactics
Research subject
Pedagogics and Educational Sciences; Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-61886OAI: oai:DiVA.org:lnu-61886DiVA: diva2:1085007
Available from: 2017-03-27 Created: 2017-03-27 Last updated: 2017-04-05

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CiteExportLink to record
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Citation style
  • apa
  • harvard1
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  • modern-language-association-8th-edition
  • vancouver
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  • de-DE
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  • nn-NO
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Output format
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