Teaching Selves

By J. Danielewicz. 2001

598 citations recorded by the source corpus.

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Citations in the corpus

‘Four years on, I’m ready to teach’: teacher education and the construction of teacher identities (2011, background): “Identity refers to ‘our understanding of who we are and who we think other people are’ (Danielewicz, 2001, p. 10).”
Learning to become a Second Language Teacher: Identities-in-Practice. (2011, background): “C ©2011 The Modern Language Journal in general, Danielewicz (2001) observed that at some point during their teacher training, student teachers must make a transition from being primarily students to being primarily teachers. Amy made that transition. However, how does this identity transformation ha”
Participant Structures as Professional Learning Tasks and the Development of Pedagogical Language Knowledge among Preservice Teachers. (2011, background): “Since then, several books and articles have contributed to an emerging field (e.g., Danielewicz, 2001; Korthagen, Kessels, Koster, & Lagerwerf, 2001; Loughran, 2006; Russell, & Loughran, 2007).”
Teaching and Learning in the Language Teacher Education Course Room: (2006, background): “…on LTE and teacher learning (Johnson 2001, Johnson and Golombek 2003, Hawkins 2004) • Identity construction in teacher-learning and teacher education (Danielewicz 2001) • Learning in a community (Lantolf 2000, Rogoff 1990, Lave and Wenger 1998) • The classroom as a site where learners exercise…”
Collaboration and Teacher Development: Unpacking Resistance, Constructing Knowledge, and Navigating Identities. (2010, background): “Our different ways to envision knowledge and its sources shape and are shaped by the discursive practices we engage in, the way we position ourselves in relation to others, and our understanding of how we engage in predominant discourses (Britzman, 1991 ; Danielewicz, 2001).”
Professional Identity Development of Teacher Candidates Participating in an Informal Science Education Internship: A focus on drawings as evidence (2011, background): “Identity theory posits a relationship between how one regards oneself and how one is regarded by others (Danielewicz, 2001; Gee, 2001; Luehmann, 2007).”
Developing Cultural Critical Consciousness and Self-Reflection in Preservice Teacher Education (2003, background): “These premises are supported by scholars such as Danielewicz (2001), Gay (2000), Ladson-Billings (2001), Palmer (1998), Schön (1983), Valli (1992), and Zeichner and Liston (1996). They explain that teachers knowing who they are as people, understanding the contexts in which they teach, and questioni”
Understanding teacher identity: an overview of issues in the literature and implications for teacher education (2009, background): “Danielewicz (2001) points to the impact the pedagogy adopted within teacher education programs can have on students’ identity development.”
Teachers' Emotion and Identity Work During a Pandemic (2020, background): “Danielewicz (2001) notes that teachers’ sense of self is implicated by their enactment of reciprocal care (Noddings, 1992).”
Teacher Emotion, Emotional Labor and Teacher Identity (2014, background): “These identities continuously change, evolve, and emerge as teachers transact among social historical contexts over the course of their teaching lives (Danielewicz, 2001; Zembylas, 2003; Cross and Hong, 2009; Hong, 2010).”
Exploring the Contexts of Relationship Quality between Middle School Students and Teachers (2006, background): “As teachers construct their tasks, they in effect construct their identities as teachers (Danielewicz, 1997; Ladson-Billings, 2001).”
Emerging Professional Teacher Identity of Pre-service Teachers (2011, background): “Strengthening the theory-practice nexus Literature has also indicated that pre-service teachers may have problems reconciling university practices and classroom reality concerning instructional practices (Danielewicz, 2001.”
The Transition from Experienced Teacher to Mathematics Coach: Establishing a New Identity (2010, background): “For example, Danielewicz (2001) theorized that becoming a teacher involves adopting a new identity—a teacher identity.”
Reflecting on an ideal: student teachers envision a future identity (2010, background): “(Danielewicz, 2001, p. 9) One way of conceiving of the varieties of identity and the self that might emerge as student teachers develop is the notion of multiple selves, the idea that one might have several identities, often simultaneously.”