Who I am in how I teach is the message: self‐understanding, vulnerability and reflection

By Geert Kelchtermans. 2009

878 citations recorded by the source corpus.

Subfields: Education, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/0a6c34c5f972a2dad25e12b0766b94098fce4e78

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In Education

In Human Factors and Ergonomics

Citations in the corpus

Re-Envisioning the Roles, Tasks, and Contributions of Language Teachers in the Multilingual Era of Language Education Research and Practice. (2016, methodology): “Drawing on the work of Hargreaves (1995), Kelchtermans (2009) has made the following statement in this respect: Few educationalists will deny the importance of reflection in teaching and teacher development.”
Facilitating self-study of teacher education practices: toward a pedagogy of teacher educator professional development (2016, background): “…the research literature on the fact that professional development not only involves changes in professional practice (actions), but also in practitioners’ thinking about the how and why of that practice (Little 1993, Ross and Regan 1993, Day 1995, Borko 2004, Day and Sachs 2005, Kelchtermans 2009).”
Mathematics Teachers’ Professional Identity Development in Communities of Practice: Reifications of Proportional Reasoning Teaching (2016, background): “The development of the professional identity is a complex process that includes the personal, professional, intellectual, moral and political aspects of the groups to which the subjects are involved (BEIJAARD et al., 2004; KELCHTERMANS, 2009; PONTE; CHAPMAN, 2008; OLIVEIRA; CYRINO, 2011).”
Assessing the professional identity of primary student teachers: Design and validation of the Teacher Identity Measurement Scale (2020, background): “These findings are also in line with the frequently mentioned self-understanding model of Kelchtermans (1994, 2009), which also distinguishes motivation, self-image, and task perception as components of teacher identity.”
Exploring teacher identity from a holistic perspective: reconstructing and reconnecting personal and professional selves (2015, background): “…are viewed here through the lenses of the participants’ ‘internal frame of reference’ (Moustakas, 1990) or their ‘personal interpretive framework’ (Kelchtermans, 2009) that facilitated the process of ‘teachers’ self-understanding’ (Kelchtermans, 2009), as well as the process of ‘perspective…”
Self-efficacy, job satisfaction, motivation and commitment: exploring the relationships between indicators of teachers’ professional identity (2011, neutral): “Nevertheless, teachers ’ task perception is defined by Kelchtermans (2009) as teachers ’ core values and ideas of what it means to be a teacher.”
Engaging students: The role of teacher beliefs and interpersonal teacher behavior in fostering student engagement in vocational education (2014, neutral): “These beliefs could be compared with parts of the professional self and the subjective educational theory (Kelchtermans, 1993, 2009).”
Sense-making and structure in teachers’ reception of educational reform. A case study on statistics in the mathematics curriculum (2013, methodology): “Kelchtermans (2009) argues that, based on their experiences in the profession, teachers develop a personal system of knowledge and beliefs that acts as a cognitive and affective lens through which they look at their job, give meaning to it and act in it.”
The lucid loneliness of the gatekeeper: exploring the emotional dimension in principals’ work lives (2011, methodology): “As in our work on teachers’ work lives (Kelchtermans & Ballet, 2002a, 2002b; Kelchtermans, 2005, 2006, 2007a, 2009a, 2009b; Kelchtermans et al., 2009), our approach is strongly influenced by the heritage of interpretative sociology and symbolic interactionism (see, for example, Blumer, 1969).”