Identity learning: the core process of educational change

By F. Geijsel, Frans Meijers. 2005

335 citations recorded by the source corpus.

Subfields: Education, Human Factors and Ergonomics, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/2ddbd9a97a0143fe061291a4a4ec72885c5d8019

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Marinka Kuijpers
2. Frans Meijers
3. H. Schaap
4. Elly De Bruijn
5. C. Gundy
6. Philip Hiver
7. Durdona Ruxullayevna Nikadambayeva
8. Alastair Henry

In Human Factors and Ergonomics

1. Marinka Kuijpers
2. H. Schaap
3. Elly De Bruijn
4. Philip Hiver
5. Durdona Ruxullayevna Nikadambayeva
6. Alastair Henry
7. A. Ugaste
8. I. Timoštšuk

In Sociology and Political Science

1. Philip Hiver
2. Alastair Henry
3. Marinka Kuijpers
4. A. Ugaste
5. I. Timoštšuk
6. Jo Boaler
7. Frans Meijers
8. Elly De Bruijn

Citations in the corpus

• The interplay of possible language teacher selves in professional development choices (2013, background): “(Research Journal, 17 June 2010) Constructing an identity, whether on a personal or professional level, inevitably – and perhaps justifiably – involves emotions (Geijsel & Meijers, 2005).”
• Learning for now or later? Career competencies among students in higher vocational education in the Netherlands (2012, background): “In order to achieve such a learning environment within the dominant educational culture, transformative leadership is essential (Geijsel and Meijers 2005 ; Geijsel, Meijers, and Wardekker 2007 ).”
• Conceptualizing Teacher Identity as a Complex Dynamic System (2016, background): “…linear process of professional development, but rather one where “becoming” a teacher (Gomez, Black, & Allen, 2007) occurs in the interactions between teachers’ beliefs and values and the educational contexts in which they find themselves (Geijsel & Meijers, 2005; Walkington, 2005).”
• Students’ Learning Processes during School-Based Learning and Workplace Learning in Vocational Education: A Review (2011, background): “Students in vocational education need to integrate knowledge, skills and attitudes (Baartman and De Bruijn 2011), while they simultaneously need to develop a professional identity (Achtenhagen and Grubb 2001; Geijsel and Meijers 2005).”
• Language Teacher Immunity: A Double-Edged Sword (2015, background): “When teachers form narratives that do not allow for benefit-finding from adversity, they may in effect doom themselves to randomness and meaninglessness in their professional life (Geijsel and Meijers 2005).”
• The role of emotions in student teachers’ professional identity (2012, background): “We have noted that the issue of identity formation and its critical role in the development of professional identity appears as the key factor in such studies of learning as Geijsel and Meijers (2005), who treat the formation of teacher identity as a continuous learning process, where each professio”
• Achieving Elusive Teacher Change through Challenging Myths about Learning: A Blended Approach (2018, background): “As part of the process of identity learning, Geijse and Meijers highlight the need for teachers to encounter a “boundary experience”, which provides them an opportunity to reflect on their previously held beliefs [3] (p. 424).”
• The relationship between learning environment and career competencies of students in vocational education (2011, background): “To achieve such a learning environment within the dominant educational culture, transformative leadership is essential (Geijsel & Meijers, 2005; Geijsel, Meijers & Wardekker, 2007).”