The development of the personal self and professional identity in learning to teach

By Carol Rodgers, Katherine Scott. 2008

666 citations recorded by the source corpus.

Subfields: Computer Networks and Communications, Information Systems

View Paper: https://www.semanticscholar.org/paper/4f9dbbeba6c2b98f9fe103c66fc93fdb31d87f59

How researchers see this paper

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

In Computer Networks and Communications

1. C. Beauchamp
2. L. Thomas
3. Feng Teng
4. A. Ugaste
5. I. Timoštšuk
6. Alastair Henry

In Information Systems

1. C. Beauchamp
2. L. Thomas
3. Paulien C. Meijer
4. Feng Teng
5. A. Ugaste
6. I. Timoštšuk
7. Alastair Henry

Citations in the corpus

• Teachers' Emotion and Identity Work During a Pandemic (2020, background): “Scholars have asserted that teacher identity is fluid and socially constructed and remains loosely defined due to the myriad of facets embedded within (Beijaard et al., 2004; Alsup, 2006; Rodgers and Scott, 2008; Beauchamp and Thomas, 2009; Akkerman and Meijer, 2011; Izadinia, 2013).”
• The role of emotions in student teachers’ professional identity (2012, background): “…experiences in initial teaching practice focus on the student’s own subject and their relationships with pupils and supervisors is more important than the broader context of teaching, a position supported by many researchers (Brown 2006; Flores and Day 2006; Poulou 2007; Rodgers and Scott 2008).”
• Tensions in beginning teachers’ professional identity development, accompanying feelings and coping strategies (2013, neutral): “…them (MacLure 1993) and a more theoretical point of view, in which professional identity is considered as an analytic lens that is helpful to better analyze and investigate the work and life of becoming and being a teacher (Beauchamp and Thomas 2009; Olsen 2008, 2011; Rodgers and Scott 2008).”
• Understanding teacher identity: an overview of issues in the literature and implications for teacher education (2009, background): “(Rodgers & Scott, 2008, p. 739, emphasis in original) The ‘actual’ and ‘designated’ identities mentioned by Sfard and Prusak (2005, p. 14) resonate with the ‘actual self’ and the ‘ought self’ as well, although they define identities in terms of narrative: ‘discursive counterparts of one’s lived…”
• Emotional Development and Construction of Teacher Identity: Narrative Interactions about the Pre-Service Teachers' Practicum Experiences. (2017, background): “Rodgers and Scott (2008) conceptualized identity as dependent upon the following four models: (1) identity is formed with multiple contexts: Society, culture, politics, and history; (2) identity is formed while interacting with others; (3) identity is unstable, shifting, and multiple; (4) identity…”
• Professional identity tensions of beginning teachers (2013, background): “…conceptualise and characterise teachers’ professional identity (e.g., Akkerman & Meijer, 2011; Beijaard, 1995; Lamote & Engels, 2010; Mockler, 2011; Rodgers & Scott, 2008), and how teachers develop this identity (e.g., Coldron & Smith, 1999; Czerniawski, 2011; Trent, 2011; Volkmann & Anderson,…”
• A model of professional development: teachers’ perceptions of their professional development (2016, neutral): “The patterns of professional development that emerged from this study can be seen as corresponding to certain characteristics and processes of professional identity construction (Rodgers & Scott, 2008).”
• Key experiences in student teachers’ development (2011, background): “With regard to learning to teach, Romano (2006) examined teachers’ ‘bumpy moments’, which she described as moments requiring (student) teachers to engage in reflection on their teaching practice or on themselves, and which are crucial to their development as a professional teacher.”