Verbal and Visual Strategies of Teachers' Work on Identity
| Authors | |
|---|---|
| Year of publication | 2014 |
| Type | Article in Periodical |
| Magazine / Source | New Educational Review |
| MU Faculty or unit | |
| Citation | |
| web | https://czasopisma.marszalek.com.pl/images/pliki/tner/201404/tner3810.pdf |
| Doi | http://dx.doi.org/10.15804/tner.14.38.4.10 |
| Field | Pedagogy and education |
| Keywords | expert teacher; identity; professional development |
| Attached files | |
| Description | The paper describes qualitative research which studied six teachers from their professional beginnings to the present position of an experienced – expert – teacher. The research method used is life story, through which the teacher's career is reconstructed. The key research question is: What strategies of work on identity did a teacher use to become an expert teacher? The most important motor of change and particularly of a teacher's development was his/her decision and commitment to the development of his/her identity (Pittard, 2003). Snow and Anderson (1987) labelled this process as work on one's identity. I will discuss only verbal and visual strategies, which the teacher uses to influence the environment at school in general (verbal distancing, gossip, and strategy of uniqueness). The paper concludes with a discussion of how necessary the verbal and visual strategies directed towards the school space are for the teacher's professional identity. Had they no power, teachers could not influence decision-making processes. |
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