The SAGE Handbook of Research on Teacher Education offers an ambitious and international overview of the current landscape of teacher education research, as well as the imagined futures. The two volumes are divided into sub-sections: Section One: Mapping the Landscape of Teacher Education Section Two: Learning Teacher Identity in Teacher Education Section Three: Learning Teacher Agency in Teacher Education Section Four: Learning Moral & Ethical Responsibilities of Teaching in Teacher Education Section Five: Learning to Negotiate Social, Political, and Cultural Responsibilities of Teaching in Teacher Education Section Six: Learning through Pedagogies in Teacher Education Section Seven: Learning the Contents of Teaching in Teacher Education Section Eight: Learning Professional Competencies in Teacher Education and throughout the Career Section Nine: Learning with and from Assessments in Teacher Education Section Ten: The Education and Learning of Teacher Educators Section Eleven: The Evolving Social and Political Contexts of Teacher Education Section Twelve: A Reflective Turn This handbook is a landmark collection for all those interested in current research in teacher education and the possibilities for how research can influence future teacher education practices and policies. Watch handbook editors D. Jean Clandinin and Jukka Husu and handbook working editorial board members Jerry Rosiek, Mistilina Sato and Auli Toom discuss key aspects of the new handbook: https://www.youtube.com/watch?v=Yee8cZVakfc
Chapter 9: Developing Teacher Identity through Situated Cognition Approaches to Teacher Education
Developing Teacher Identity through Situated Cognition Approaches to Teacher Education
Developing teacher identity is central to teacher education, both within initial teacher education and as part of teachers’ ongoing professional learning. Whilst multiple definitions and conceptualisations exist, teacher identity is generally conceived to be fluid and dynamic and involving both personal and contextual elements (Beijaard, Meijer & Verloop, 2004). This existence of multiple definitions makes teacher identity ‘hard to articulate, easily misunderstood, and open to interpretation’ (Olsen, 2008a, p. 4). Challenges in defining teacher identity, including different disciplinary influences and the use of different conceptual frameworks and methodologies in empirical studies, have been noted by Beauchamp and Thomas (2009).
Reviews of research into teacher identity highlight a complex set of, ...