A formação dos docentes que atuam no ensino superior tem ganhado destaque nas últimas décadas nas mais diversas áreas, contudo, os estudos da área têm ocorrido com maior foco nas competências e saberes necessários à profissão resultando na dissociação entre o eu profissional e o eu pessoal, instaurando uma crise identitária. Dado este contexto o objetivo geral desse estudo é compreender como ocorre o processo de construção da identidade docente em professores que atuam em cursos de ciências contábeis na fase de estabilização da carreira utilizando o ciclo de vida profissional proposto por Hubermann (2000). Como objetivos específicos o estudo visa analisar: (i) a trajetória acadêmica e profissional dos docentes em contabilidade; (ii) analisar a percepção sobre a carreira docente em contabilidade; e (iii) sentido que a docência têm para os docentes em contabilidade. Para alcançar o objetivo foi adotada a abordagem qualitativa de pesquisa e como estratégia a análise de narrativas com a abordagem Three-dimensional space, análise de narrativa que leva em consideração local, continuidade e interações. A construção dos dados foi feita por meio de entrevistas semiestruturadas utilizando um guia de entrevistas construído com base na literatura a respeito do tema, três entrevistaspiloto e discussão com especialistas no tema. A partir da análise das doze entrevistas com seis participantes foram encontradas três grandes dimensões da identidade docente dos professores participantes da pesquisa: Trajetória, Carreira e Docência. No que diz respeito a Trajetória, os professores acumulam experiências profissionais e acadêmicas e guardam referências de professores que marcaram sua trajetória. Já no aspecto de Carreira, observou-se que os professores entrevistados ingressam na docência, na maioria das vezes, sem planejamento e sem formação para tal. Assim, vão aprendendo a ser docente com base nos saberes experienciais e dos professores-referência. Por fim, na análise da dimensão, Docência foi observado que os professores experimentam situações e sentimentos negativos durante o começo da carreira, mas que vão se adaptando e aprendendo a lidar com as situações diversas, construindo seus saberes experienciais. É importante ressaltar que os aspectos institucionais e relacionais exercem influência direta na prática docente dos participantes dessa pesquisa e destaca-se, ainda, que os participantes se identificam com a profissão e, após superarem as dificuldades iniciais, experimentam sentimentos positivos que são reforçados pelo reconhecimento tanto dos pares, quanto dos alunos, dando significado à profissão e reforçando a sua identidade como docente. Para pesquisas futuras, sugere-se o estudo aprofundado das emoções e crenças pedagógicas dos professores e como essas influenciam sua prática docente, a pesquisa sobre as relações de gênero e raça na construção da identidade docente, investigações sobre o papel do estágio docente na construção da identidade docente e, por fim, sobre a formação dos professores que formam novos professores e professoras / The training of teachers who work in higher education has gained prominence in the last decades in the most diverse areas, however, these studies have occurred with greater focus on the skills and knowledge required for the profession resulting in the dissociation between the professional self and the personal self, instituting an identity crisis. Given this context the general objective of this study is to understand how accounting professor construct their theacher identity during the stabilization phase of the career, based on the professional life cycle proposed by Hubermann (2000). As specific objectives the study aims to analyze: (i) the academic and professional trajectory of accounting professor; (ii) analyze the teaching career in accounting; and (iii) the meaning that teaching has for accounting profesors. To reach the objective was adopted a qualitative approach of research and as strategy the analysis of narratives with the approach Three-dimensional Space, analysis of narrative that takes into account local, continuity and interactions. The construction of the data was done through semistructured interviews using an interview guide built on the literature on the subject, three pilot interviews and discussion with experts on the theme. From the analysis of the twelve interviews with six participants were found three large dimensions of the teaching identity of the teachers participating in the research: Trajectory, Career and Teaching. As far as Trajectory is concerned, teachers accumulate professional and academic experiences and keep references of teachers who have marked their trajectory. Regarding the career aspect, it was observed that the teachers interviewed entered the teaching, most of the time, without planning and without training to do so. Thus, they learn to be teachers based on the experiential knowledge and the reference teachers. Finally, in the dimension analysis, Teaching was observed that teachers experience negative situations and feelings during the beginning of the career, but that they are adapting and learning to deal with the diverse situations, constructing their experiential knowledge. It is important to emphasize that the institutional and relational aspects have a direct influence on the teaching practice of the participants of this research, and it is also important to note that the participants identify with the profession and, after overcoming the initial difficulties, experience positive feelings that are reinforced by recognition both of peers and students, giving meaning to the profession and reinforcing its identity as a teacher. For future research, we suggest an in-depth study of the teachers\' emotions and pedagogical beliefs and how these influence their teaching practice, research on gender and race relations in teacher identity construction, investigations on the role of the teaching stage in the construction of teacher identity and, finally, on the training of teachers who train new teachers

abstract: Teacher candidates completing their senior year student teaching practicum as part of the Mary Lou Fulton Teachers College at Arizona State University are expected to graduate as professional, high-quality teachers who are classroom-ready and dedicated to the profession. One lacking component of the program is the opportunity for teacher candidates to have personalized learning experiences that develop professional teacher identity in addition to the development of enhanced teaching skills. To address this, an intervention of an Action Research Project (ARP) was added to the final semester of the student teaching practicum. The goal of the project was to increase professional teacher identity, which would lead to increased teaching practices and a more favorable outlook on real-world problem solving in teaching elementary students. This mixed methods action research study included data collection methods to measure how integrating action research into a cohort-based student teaching experience improved teacher candidates’ teaching practices, how it affected their professional teacher identity and how they perceived the project contributed to the formation of their professional teacher identity. Frameworks that guided the study included principles from the Theory of Self-Organized Learning and Social Identity Theory. The participants of the study were seven teacher candidates completing their student teaching experience in an Arizona school district. Data gathered included teacher evaluation scores, results from a “Teacher Candidate Experience Questionnaire,” narratives collected from Teacher Learning Conversations and written responses on a Final Reflection. Results suggested that teacher candidates’ teaching scores either slightly improved or stayed the same following the intervention. Professional teacher identity increased through the integration of the project, while student identity decreased. Through narratives collected from the participants, observations of other teachers and classrooms emerged as the most impactful component of the intervention. Participants perceived that observations contributed to their growth as teachers by providing exposure to more diverse situations, prompting them to feel engaged and inspired, encouraging high expectations and fostering ways for them to make personal connections. Observing in other classrooms did not always provide the examples and structures the participants had hoped for, yet this disappointment also added value to their growth as teachers. / Dissertation/Thesis / Doctoral Dissertation Educational Administration and Supervision 2019

This study aimed to explore how a rural elementary school and community situated English language education in Central Turkey, and how the rural context shaped a beginning English language teacher&rsquo / s professional identity and teaching practices. In order to achieve this goal, a qualitative case study was conducted. The required data were obtained through three major methods / semi-structured interviews, a time and motion study, and an open-ended questionnaire. The interviews were all audio-recorded and transcribed verbatim. The time and motion study involved the recording of the English language teacher&rsquo / s actions at the school. In this regard, the teacher was observed both in and out of the class during a two-month period and his actions were noted down at 60-second intervals. In addition, an open-ended questionnaire was delivered to the students taking English as a compulsory subject in their curriculum. The data were organized in separate files regularly, and analyzed by coding, and interpreting the emerging themes. The results revealed four keys to being a successful teacher in the rural setting. These included appreciation of rural life, passion for rural teaching, aspiration for teaching profession, and being well-prepared for teaching. It was also concluded that the rural elementary school and its community had general appreciation for quality English language education / however, they did not find teaching practices sufficient for effective language learning. Thus, English was not on the top of their list. Lastly, the results also shed light on the rural challenges that a beginning teacher might face.

This hermeneutic phenomenological inquiry describes the lived experiences of three visibly tattooed teachers and what it is like to sense their tattooed flesh while they are at school. Lived experience descriptions were collected during in-depth interviews and from personal reflective writings conducted by the study author, who is also a tattooed teacher. Using hermeneutic research approaches outlined by Max van Manen and Linda Finlay, lifeworld descriptions of visibly tattooed teachers are presented in the form of anecdotal passages that urge readers to ‘step into tattooed skin’. Drawing from Maurice Merleau-Ponty’s phenomenology of perception, Luce Irigaray’s work on intersubjectivity, Michel Foucault’s notion of the disciplinary gaze, theories of the look in education forwarded by Madeline Grumet, and Judith Butler’s notion of subversive bodies, meanings are made of tattooed teachers’ experiences of adopting uncomfortable teacher identities and then growing comfortable in their professional roles. Through hermeneutic analysis, five main themes are presented, constituting the “essences” of the phenomemon of living as a visibly tattooed teacher: Trying to Fit; Mis-fit; Fit. You? Fit You!; Fitting In; and One Size Does Not Fit All.

The focus of this study was to describe rural and urban education from the perspective of teachers. Participant teachers reflected upon their rural and urban teaching experiences and described, through narratives and personal examples, various aspects of rural and urban education. Through this process, participants answered the research question: What are the experiences and perspectives of teachers with respect to teaching in rural and urban environments? Data were collected via semi-structured interviews which were used to help understand the lived experiences of the participants. <p>Based on this qualitative study, numerous characteristics of rural and urban education were highlighted. The participants indicated that rural schools were often closely linked to their community. As a result, many of these teachers could more easily individualize their instruction because they were familiar with the personal lives of their students. Within the rural schools highlighted in this study, lower enrolments and a smaller staff posed challenges, and a limited range of academic programs were offered. Student participation in extracurricular activities was more prominent in this studys rural schools, and the expectations for teachers involvement in extracurricular activities and supervision were high. <p>As with rural education, when the participants described urban education, they emphasized the importance of building strong school-community relationships. Also, this research showed that the larger enrollments of the urban schools highlighted in this study meant these schools were responsible for a greater variety of student needs, both academically and socially. Classroom management was more of an issue for the urban teachers of this study, and the parents of their urban students were often less directly involved within the school. Participants indicated, as urban teachers, they had more opportunities to specialize in their subject area and enjoyed easier access to professional development opportunities. The participants of this study described the academic abilities of urban students to be similar to those of rural students; however, the participants noted urban students to be open to a greater variety of future career choices.<p>There are similar issues surrounding education, whether rural or urban. This study highlighted this point in a number of ways. First this research reflected that close ties between school and community enhanced the pertinence of curriculum content. This indicates that schools need to take advantage of the academic, personal, and cultural resources provided within the community. Another central issue of this study indicated that a teachers background and experience, as well as his or her knowledge of the students and communitys culture affected the way a teacher acts and handles various teaching situations. A final aspect of this study showed that the roles and responsibilities of teachers are diverse. A teacher assumes such roles as educator, counselor, social worker, consultant, coach, role model, and active community member.

The focus of this study was to describe rural and urban education from the perspective of teachers. Participant teachers reflected upon their rural and urban teaching experiences and described, through narratives and personal examples, various aspects of rural and urban education. Through this process, participants answered the research question: What are the experiences and perspectives of teachers with respect to teaching in rural and urban environments? Data were collected via semi-structured interviews which were used to help understand the lived experiences of the participants. <p>Based on this qualitative study, numerous characteristics of rural and urban education were highlighted. The participants indicated that rural schools were often closely linked to their community. As a result, many of these teachers could more easily individualize their instruction because they were familiar with the personal lives of their students. Within the rural schools highlighted in this study, lower enrolments and a smaller staff posed challenges, and a limited range of academic programs were offered. Student participation in extracurricular activities was more prominent in this studys rural schools, and the expectations for teachers involvement in extracurricular activities and supervision were high. <p>As with rural education, when the participants described urban education, they emphasized the importance of building strong school-community relationships. Also, this research showed that the larger enrollments of the urban schools highlighted in this study meant these schools were responsible for a greater variety of student needs, both academically and socially. Classroom management was more of an issue for the urban teachers of this study, and the parents of their urban students were often less directly involved within the school. Participants indicated, as urban teachers, they had more opportunities to specialize in their subject area and enjoyed easier access to professional development opportunities. The participants of this study described the academic abilities of urban students to be similar to those of rural students; however, the participants noted urban students to be open to a greater variety of future career choices.<p>There are similar issues surrounding education, whether rural or urban. This study highlighted this point in a number of ways. First this research reflected that close ties between school and community enhanced the pertinence of curriculum content. This indicates that schools need to take advantage of the academic, personal, and cultural resources provided within the community. Another central issue of this study indicated that a teachers background and experience, as well as his or her knowledge of the students and communitys culture affected the way a teacher acts and handles various teaching situations. A final aspect of this study showed that the roles and responsibilities of teachers are diverse. A teacher assumes such roles as educator, counselor, social worker, consultant, coach, role model, and active community member.

The purpose of this study was to investigate the potential use of Second Life (Linden Labs, 2004) and Skype (Skype Limited, 2009) as simulated virtual professional development tools for pre-service teachers seeking endorsement in teaching English as a Second Official Language (ESOL. Second Life is an avatar-based Internet program that allows end-users to interact, using audio and chat features, with a digital representation of themselves (an avatar). Skype is an Internet-based video conferencing program that allows users to see each other by way of a webcam. Of particular interest to this study was how a group of 12 pre-service teacher education students internalized professional knowledge and if that knowledge was actually transferred into active teaching practice and professional identity development. To investigate this knowledge transfer, an exploratory case study (Yin, 2008) was conducted framed around the theories of sociocultural constructivism (Kanuka & Anderson, 1999; Vygotsky, 1978) and critical pedagogy (Freire, 1990). The components of one module from the ESOL II course that addressed hegemonic curriculum and teaching practices were recreated in Second Life and Skype or analysis. Using within-case analysis (Miles & Huberman, 1994), vignettes (Ely, Vinz, Downing, & Anzul, 1997; Spalding & Phillips, 2007), and tallied collaborative utterances (Erben 2001), developmental progressions among the pre-service teachers were examined from the beginning to the end of the module and were evaluated for their relevance to knowledge transfer and self-regulation. The interactions were also examined for instances of amplifications and reductions of pedagogic practices (Erben 1999) through collaborative dialogue (Bakhtin, 2006; Erben, 2001; Wertsch, 1991). The findings of this study suggested the positive potential of using Second Life and Skype to enable self-regulation and pedagogic transformations to occur among the participants with appropriate considerations acknowledged for the teaching audience, developmental goals, and venue of instruction.

How do mathematics teachers present themselves? The construct of identity–the stories mathematics teachers tell about themselves and their practice–is an important and understudied construct in understanding mathematics teaching. This study investigates the use of photo-elicitation/photovoice interviews with six high school algebra teachers. Each teacher captured or chose photographs of their “world”, then presented them during a formal interview. The teachers framed their mathematics teacher identity through three connected story types: Public Stories, the stories a teacher presents about their practice within a professional register, Private Stories, the stories about personal connections to practice shared only in closed spaces, and Touchstone Stories, the important stories a teacher constantly references but rarely shares. I found these teachers’ stories contained little about mathematics content or actual classroom practice. Rather, they positioned the teachers as isolated in their profession; the themes were about pain, being “othered”, or feeling powerless. Framing the identities of these six mathematics teachers through visual stories presented them as real, struggling humans. I posit this process of eliciting mathematics teaching identity through visual narrative is important to the field of mathematics education for three reasons: framing their identities helps mathematics teachers understand the complex lives of their own students, these narratives showcase the uniqueness of each mathematics teacher as an individual, and this process of telling stories is an empowering form of reflection. / text

This dissertation is a critical ethnography of teachers working abroad in an American/International school (ASC/pseudonym) located in the People’s Republic of China. The study focuses on the teacher abroad identity process of EC-12 teachers who moved from their country of origin to work in the PRC from 2008 to 2011. The three-year study serves as a snapshot of the formation of the teacher abroad identity. The theoretical framework include theories of identity in figured worlds (Holland et al., 1998), symbolic capital (Bourdieu, 1991), and language as mediator that served to answer three questions: 1) How does a teacher’s biography relate to the experience of working in an American/International school in China? 2) How does a first-time teacher at ASC recreate and negotiate her/his personal and professional self understandings? 3) What role does language play in the making of the teacher abroad identity at ASC? The study follows an interpretivist approach to explain, understand, and unveil the figured world of teaching abroad from the perspective of the participants’ and data analysis by the researcher. Data includes participant observation, interviews, observations, and field notes collected while closely following four teachers who portrayed the making of the teacher abroad identity. The researcher became a teacher abroad at the same school to fully immerse herself in participant observation. The inclusion of document analysis, interviews, and field notes, serve as validation and triangulation of the process. A reflexive approach to data analysis was followed at all times for trustworthiness of the study. Findings suggest that teaching abroad is a complex figurative world. Teacher abroad identity is created at the intersection of the social, personal, emotional, professional, and linguistic spaces. A major finding reveals that individuals who are hired overseas and teach abroad for the first time have to learn new ways to cope with unexpected landscapes brought by living in new country, and by teaching students from a plurality of nationalities, languages, and races. Teachers experience mostly a transformation at the personal level, but the transcendence at the professional level in the classroom is limited. / text

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