Literature Review
What is Teacher Identity?
One of the first steps in becoming a teacher is examining yourself and your own values. This is also true for being able to promote multicultural learning in your classroom. Nieto (2008) states that their [teacher 's] practices may reflect their experiences (p. 4). We grow up in different environments and some may be more or less obviously diverse than others. I think that a lot of the times when people think of multicultural, skin color or language are the first things that pop into their heads. When in fact, there are several kinds of differences. These include gender, religion, abilities, class, etc. Our world is a diverse place and our students have every right to learn all that they can about …show more content…
Teachers are engaged in creating themselves as teachers according to on one hand their self-image as teachers, and on the other according to the practices, rules and the community they belong to. Teachers construct and deconstruct a teacher identity shaped by the dialectical relationship of their own agency and the collective construction of the teacher identity (Ping, 2011). Pre-service teachers construct and deconstruct a teacher identity that is changing and dynamic according to the different learning contexts. Teacher identity is shaped by personal beliefs and motivations, but also by curricula, school based experiences, the community, and roles and tasks teachers have to adopt in their teaching practices. The construction of a teacher identity is conflicting and challenging and while teachers learn to teach, they learn to be …show more content…
The author’s main study was to investigate whether and how Japanese teachers’ professional identities shift in the context of heightened testing accountability. Katsuno some teachers kept their professional identities intact. However in order to this, they delimited their professional responsibilities by developing a narrower self-concept (what the teacher wants to do) of what they should and can do. In other words, students’ low achievement was not taken as a reflection of their teacher’s performance by the teachers in the study. Because students in low economic statues do not only deal with financial troubles but also being raised by a single parent; therefore, it is hard to motivate the students to get high scores. However, some teachers felt nervous because he or she thought that the administrators would find fault with their teaching. Furthermore, the teachers, who sustained their professional identities adhered to their educational beliefs and disregarded the outer requirements. For example, some teachers chose not to commit themselves to the end of raising students’ test scores while one of the teachers lost confidence in what they actually wanted to do and what they were required to do. This leads teachers to be in conflict with their self-concept and their assigned identity. Katsuno uses the term “separatism” for a teacher who is
What is Teacher Identity?
One of the first steps in becoming a teacher is examining yourself and your own values. This is also true for being able to promote multicultural learning in your classroom. Nieto (2008) states that their [teacher 's] practices may reflect their experiences (p. 4). We grow up in different environments and some may be more or less obviously diverse than others. I think that a lot of the times when people think of multicultural, skin color or language are the first things that pop into their heads. When in fact, there are several kinds of differences. These include gender, religion, abilities, class, etc. Our world is a diverse place and our students have every right to learn all that they can about …show more content…
Teachers are engaged in creating themselves as teachers according to on one hand their self-image as teachers, and on the other according to the practices, rules and the community they belong to. Teachers construct and deconstruct a teacher identity shaped by the dialectical relationship of their own agency and the collective construction of the teacher identity (Ping, 2011). Pre-service teachers construct and deconstruct a teacher identity that is changing and dynamic according to the different learning contexts. Teacher identity is shaped by personal beliefs and motivations, but also by curricula, school based experiences, the community, and roles and tasks teachers have to adopt in their teaching practices. The construction of a teacher identity is conflicting and challenging and while teachers learn to teach, they learn to be …show more content…
The author’s main study was to investigate whether and how Japanese teachers’ professional identities shift in the context of heightened testing accountability. Katsuno some teachers kept their professional identities intact. However in order to this, they delimited their professional responsibilities by developing a narrower self-concept (what the teacher wants to do) of what they should and can do. In other words, students’ low achievement was not taken as a reflection of their teacher’s performance by the teachers in the study. Because students in low economic statues do not only deal with financial troubles but also being raised by a single parent; therefore, it is hard to motivate the students to get high scores. However, some teachers felt nervous because he or she thought that the administrators would find fault with their teaching. Furthermore, the teachers, who sustained their professional identities adhered to their educational beliefs and disregarded the outer requirements. For example, some teachers chose not to commit themselves to the end of raising students’ test scores while one of the teachers lost confidence in what they actually wanted to do and what they were required to do. This leads teachers to be in conflict with their self-concept and their assigned identity. Katsuno uses the term “separatism” for a teacher who is