Lytle Pinpointing Teacher Identity

This shared power focuses on the value of the diverse skill set of the group instead of relying on the individual to create transformative results. By sharing the power within the learning group the culture of the school is transformed into an environment of shared leadership (Drennon, C., and Foucar-Szocki, D.L., 1996). While there are many benefits to practitioner inquiry, finding ways to manage teacher ego is one the biggest challenges. Teachers often find it difficult to openly discuss teaching practice because they fear the scrutiny of others. In an effort to justify practitioner inquiry, Lytle describes the ability to address problems through the eyes of the individuals who posses the knowledge, experience, and ability to create viable …show more content…
The stories, narratives, and critical reflection of each individual are the ingredients that make up the teacher identity. Pinpointing teacher identity cannot be accomplished by looking through a narrow lens. We must look at the broad array of influences to truly define the teacher identity. The best teachers have the gift of bringing their story to life. Teacher identity is shaped by the individual’s reaction to the life changing experiences that mold them. Every interaction with other individuals produces both positive and negative growth opportunities for the teacher. Life experiences create the opportunity for learning for teachers just like it does for students. The trials and tribulations of a teacher’s personal and professional growth determine teacher identity. The combination of teacher stories, narratives, and critical reflection ultimately produce teacher identity. Teacher identity and teacher knowledge are continually changing as new information and experiences are added to the teacher’s database. Diversity in schools, globalization, and the constantly changing political landscape produce changes in the educational domain. Cultural revolutions within the education world generate a transformation of the teacher identity in an effort to meet the demands of the modern educator. The ability of the teacher to maintain their positive status in the shifting landscape of today’s society is the key to positive teacher identity construction. The teacher identity must be fluid enough to allow the individual to modify their story in an effort to meet the demands of their students, community, and culture. Teacher stories create an image of who they are or who they might become as their narrative is adjusted to meet the changing landscapes of education. The lives of teachers are