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Identity

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Full-Text Articles in Education

Transitioning From Professional Practice To Teaching During Covid-19: A Participatory Research Study, Yvonne Thomas, Ciara Hensey, Claire Squires, Anna Collier, Heidi Cathcart, Lindsey Coup Jan 2024

Transitioning From Professional Practice To Teaching During Covid-19: A Participatory Research Study, Yvonne Thomas, Ciara Hensey, Claire Squires, Anna Collier, Heidi Cathcart, Lindsey Coup

Journal of Occupational Therapy Education

The transition from expert occupational therapy practice to academic educator is stressful and complex, involving the development of a new professional identity. In 2020-21 COVID-19 created a new challenge for recently employed academics, who were in this transition process. This study utilized participatory research to explore the impact of COVID-19 on six new occupational therapy lecturers who were employed immediately before and during the pandemic. The participatory research approach simultaneously engaged participants in research processes and aimed to promote researcher development. Three focus groups were conducted to explore participants experiences before, during and after COVID-19 restrictions. Focus groups transcripts were …

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Reviewing Identity In Action: Christian Excellence In All Of Life, Jeffrey K. Voth Jun 2022

Reviewing Identity In Action: Christian Excellence In All Of Life, Jeffrey K. Voth

Journal of the Scholarship of Teaching and Learning for Christians in Higher Education

No abstract provided.

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Unlearning Your Colonial Course Description To Transform Your Learning Culture, Zen Parry Apr 2022

Unlearning Your Colonial Course Description To Transform Your Learning Culture, Zen Parry

Experiential Learning & Teaching in Higher Education

Education has undergone multiple transformations with preset syllabi and modes of presentation to learners. Within the learning models utilized today, critical discussions on issues in higher education, social, economic, environmental, and racial justice settings have become important and at times, media headlines. Reading through course descriptions in an academic catalog or brochure will inform you about what the curriculum offers and what it does not. The course description wording brings into question two issues: whether the language used affects the understandability and relatability of the content by students of the course or, the course description represents the perspective of the …

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Visual Diaries: Towards Art History As Storytelling, Alpesh Kantilal Patel Mar 2022

Visual Diaries: Towards Art History As Storytelling, Alpesh Kantilal Patel

Art History Pedagogy & Practice

This essay examines variants of what I refer to as “visual diaries” – or thinking through images and written or oral language – as important “worldmaking” exercises, essential for students of color, women, sexual minorities, or other marginalized subjects. I provide my reflections on assigning this dynamic and student-centered, practice-based assignment in my contemporary art courses at a Hispanic-serving institution (HSI) of higher education and a summer art residency program unaffiliated with a university. Besides my reflections on my pedagogy, I also share student feedback from unsolicited testimonials and answers to questionnaires. I argue that visual diaries transform students into …

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University English Teachers’ Professional Development Through Academic Visits: Using Identity As A Theoretical Lens, Feng Ding, Rui Eric Yuan, Fiona Curtis Jan 2022

University English Teachers’ Professional Development Through Academic Visits: Using Identity As A Theoretical Lens, Feng Ding, Rui Eric Yuan, Fiona Curtis

Australian Journal of Teacher Education

Academic visitor programs aim to enhance university teachers’ teaching and research capacity and intercultural competence. Its impact, however, has remained under-researched. Using the data collected from two rounds of in-depth interviews with 13 Chinese university English teachers over a year and a half, this study explored their experiences as academic visitors in the UK through the lens of professional identity. Findings revealed that the participants came with various expectations and negotiated and constructed different identities during their academic visits. The participants’ developing identities in turn affected their investment in their professional development in their situated contexts. The study provides important …

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Using Liminality To Understand How Identity And Temporary Status Influence Interns’ Vulnerability, Michael A. Odio, Christopher M. Mcleod Oct 2021

Using Liminality To Understand How Identity And Temporary Status Influence Interns’ Vulnerability, Michael A. Odio, Christopher M. Mcleod

Experiential Learning & Teaching in Higher Education

Viewing internships as a transitionary stage (i.e., a liminal space) where interns are shedding their student identity and developing their professional identity provides a useful lens for understanding the experiences of interns and holds implications for social and economic justice. As interns adapt to the temporary and transitionary space of the internship they experience powerlessness, ambiguity, and, in many cases exploitation, sexual harassment, and abuse. The stress and precarity of this status are compounded for interns from marginalized or underrepresented groups that must also conform to the (typically white male and middle class) hegemony of the workplace, all of which …

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Seeing In Writing: A Case Study Of A Multilingual Graduate Writing Instructor’S Socialization Through Multimodality, Cristina Sánchez-Martín May 2021

Seeing In Writing: A Case Study Of A Multilingual Graduate Writing Instructor’S Socialization Through Multimodality, Cristina Sánchez-Martín

Journal of Multilingual Education Research

With growing numbers of multilinguals becoming writing instructors and scholars in the U.S. composition context, it is urgent to understand how multilingual graduate instructors of writing socialization processes are mediated by multimodal elements rather than just textual forms of language. This article reports on an ethnographically-oriented case study to respond to the following questions: (1) Does multimodality contribute to a multilingual graduate instructor’s socialization into writing and the teaching of writing? If yes, in what ways does multimodality interact with the writer’s language repertoire? (2) How does the multilingual graduate instructor’s multimodal writing and teaching of writing impact other academic …

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Sharing Stories: Reflections Of Professors’ Literacy Identities And Beliefs, Christy M. Howard, Ran Hu, Johna Faulconer Sep 2020

Sharing Stories: Reflections Of Professors’ Literacy Identities And Beliefs, Christy M. Howard, Ran Hu, Johna Faulconer

Networks: An Online Journal for Teacher Research

Teacher identities and beliefs influence instructional practices. In order to explore this process, this self-study was conducted by three literacy professors from different ethnic backgrounds including one African-American professor, one Chinese national professor and one White professor. The purpose of this study was to examine how professors' literacy identities are shaped and how sharing these identities, experiences and beliefs in meaningful professional dialogues influences instructional practice. We examined the role of our identities and beliefs on our instructional practices using multiple forms of qualitative data such as journal entries, digital stories, and critical group discussions. Despite the range of differences …

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Using Visual Journals As A Reflective Worldview Window Into Educator Identity, Christina Belcher, Terry Loerts Mar 2020

Using Visual Journals As A Reflective Worldview Window Into Educator Identity, Christina Belcher, Terry Loerts

International Christian Community of Teacher Educators Journal

This ethnographic case study research and content analysis presents the conclusion of a three-year study involving 37 teacher candidate participants across a three-year study within a two year (2 semester program) Bachelor of Education program at a university in Ontario, Canada. Each academic year participants were intentionally given time over two semesters of literacy courses to engage in literacy practices and knowledge of self through the use of multimodal visual journals. Candidates reflect on their conceptions of literacy, teaching, identity and worldview within an institution grounded in the Christian faith. Findings, philosophical ponderings and content analysis suggest that the identity …

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Using Physical Objects As A Portal To Reveal Academic Subject Identity And Thought, Kendall Richards, Nick Pilcher Jan 2020

Using Physical Objects As A Portal To Reveal Academic Subject Identity And Thought, Kendall Richards, Nick Pilcher

The Qualitative Report

We are lecturers who help students studying subjects that use word-based writing, non-word based writing such as Mathematics, and non-text based language such as visual semiotics. To access examples of such language with subject lecturers we have found traditional interviews or focus groups ineffective, and realised that in these, although lecturers could talk about key psychological elements of the language, they had no focus to produce any examples of it. However, we suspected that providing a physical object to describe and discuss would create a context for lecturers to produce the language. Thus, we gave a brightly coloured teapot to …

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Transformative Apprenticeship: Enacting Teacher Identity In A Clinical Model, Melissa Wrenn, Peggy Otto, Rachel Leer Jan 2019

Transformative Apprenticeship: Enacting Teacher Identity In A Clinical Model, Melissa Wrenn, Peggy Otto, Rachel Leer

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

This content analysis investigates how teacher candidates (TCs) in a clinical model enact professional identity through their reflections. The researchers assume that learning is situated within specific contexts, and discursive interactions reveal much about individual beliefs. TCs in this study are part of an elementary and special education dual degree program situated within a clinical teacher preparatory academy at a large, public university. Findings indicate that TCs transition to teaching, construct practice, and internalize teaching experiences. Results contribute an understanding of how TCs develop new schema for teaching experiences and transition from novices to experts within their classroom communities.

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