Working with Identity Work : Supporting Professional Identity Development in Teacher Education
(2021) p.97-123- Abstract
- The development of a coherent sense of self as a teacher often emerges from tensions between multiple and competing identities. While grappling with these tensions can be stressful, and sometimes demoralizing, it is through disruption that spaces for development are provided. For preservice teachers, identity development can be supported through engagement with these processes. With a focus on conceptualizations of the self that foreground its narrative structure and conflicted nature — and taking the work of learning to teach English as an example — this chapter presents a series of tools that can be used for ‘working with identity work’ at different stages of a preservice teacher’s education.
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/e168d836-9b4f-4bd3-8003-a2ad57e1616e
- author
- Henry, Alastair LU
- publishing date
- 2021
- type
- Chapter in Book/Report/Conference proceeding
- publication status
- published
- subject
- keywords
- Teacher education, identity, Pedagogy, Pedagogik, Didactics, Didaktik
- categories
- Higher Education
- host publication
- Engaging with Work in English Studies : An Issue-based Approach - An Issue-based Approach
- editor
- Henry, Alastair and Persson, Åke
- pages
- 27 pages
- publisher
- Springer Gabler
- external identifiers
-
- scopus:85149158756
- ISBN
- 978-3-030-69719-8
- 978-3-030-69720-4
- DOI
- 10.1007/978-3-030-69720-4_5
- language
- English
- LU publication?
- no
- additional info
- 2022-01-04T14:02:29.528+01:00
- id
- e168d836-9b4f-4bd3-8003-a2ad57e1616e
- date added to LUP
- 2023-09-06 09:03:50
- date last changed
- 2024-03-23 01:28:52
@inbook{e168d836-9b4f-4bd3-8003-a2ad57e1616e, abstract = {{The development of a coherent sense of self as a teacher often emerges from tensions between multiple and competing identities. While grappling with these tensions can be stressful, and sometimes demoralizing, it is through disruption that spaces for development are provided. For preservice teachers, identity development can be supported through engagement with these processes. With a focus on conceptualizations of the self that foreground its narrative structure and conflicted nature — and taking the work of learning to teach English as an example — this chapter presents a series of tools that can be used for ‘working with identity work’ at different stages of a preservice teacher’s education.}}, author = {{Henry, Alastair}}, booktitle = {{Engaging with Work in English Studies : An Issue-based Approach}}, editor = {{Henry, Alastair and Persson, Åke}}, isbn = {{978-3-030-69719-8}}, keywords = {{Teacher education; identity; Pedagogy; Pedagogik; Didactics; Didaktik}}, language = {{eng}}, pages = {{97--123}}, publisher = {{Springer Gabler}}, title = {{Working with Identity Work : Supporting Professional Identity Development in Teacher Education}}, url = {{http://dx.doi.org/10.1007/978-3-030-69720-4_5}}, doi = {{10.1007/978-3-030-69720-4_5}}, year = {{2021}}, }