"Where's the Line?"-Negotiating Simulated Experiences to Define Teacher Identity

Teacher professional identity is a concept defined and researched in a multitude of ways (Beijaard, Meijer, & Verloop, 2004). This manuscript approaches teacher identity formation from the foundations of situated cognition, social learning, and identity in community practice. Focusing on a uniqu...

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Bibliographic Details
Published inThe New educator Vol. 5; no. 2; pp. 161 - 180
Main Authors Dotger, Benjamin H., Smith, Melissa J.
Format Journal Article
LanguageEnglish
Published Taylor & Francis Group 01.06.2009
City College of New York, The School of Education
Subjects
Barriers
Beginning Teachers
Case Method (Teaching Technique)
Identification
Identity
Identity formation
Interpersonal Communication
Interpersonal Competence
Interpersonal Relationship
Intervention
Noninstructional Responsibility
Novices
Parent Teacher Conferences
Personal Space
Professional identity
Professional Personnel
Reflection
Simulated Environment
Simulation
Teacher Education
Teaching (Occupation)
Theory Practice Relationship
Video Technology
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Summary:Teacher professional identity is a concept defined and researched in a multitude of ways (Beijaard, Meijer, & Verloop, 2004). This manuscript approaches teacher identity formation from the foundations of situated cognition, social learning, and identity in community practice. Focusing on a unique teacher development intervention designed to simulate parent-teacher interactions, we examine emerging data on teacher professional boundaries and identity formation. Findings suggest that complex simulations and technology-enhanced video reflections provide novice teachers with opportunities to bridge traditional gaps between educational theory and classroom practice.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
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ISSN:1547-688X
1549-9243
DOI:10.1080/1547688X.2009.10399570