A dialogical approach to conceptualizing teacher identity

By Sanne F. Akkerman, Paulien C. Meijer. 2011

1,021 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/57b41fe4d0b6820c65a380a9ba68469742a03ffc

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In Social Psychology

Citations in the corpus

Conceptualizing Teacher Identity as a Complex Dynamic System (2016, background): “(Akkerman & Meijer, 2011, p. 308) and “Who am I at this moment?””
Tensions in beginning teachers’ professional identity development, accompanying feelings and coping strategies (2013, positive): “From a psychological perspective, Akkerman and Meijer (2011) use theory of dialogical self to conceptualise teachers ’ (professional) identity.”
Crossing Boundaries Between School and Work During Apprenticeships (2012, background): “Apprentices find themselves in an ambiguous position, being a student and novice who is learning, yet at the same time a professional who is expected to know and act (Akkerman and Meijer 2011).”
Beginning student teachers’ teacher identities based on their practical theories (2014, background): “Each I-position has its own voice and is driven by its own intentions (Akkerman and Meijer 2011); for example, various I-positions exist within me: I as a researcher, I as a mother, I as a daughter, I as a friend and so on.”
Professional identity tensions of beginning teachers (2013, background): “…research area during the last two decades, several researchers have tried to 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.,…”
Teachers’ Everyday Professional Development (2016, background): “Finally, during the selection process, it became obvious that research on teacher learning is closely related to research on teacher identity (e.g., Akkerman & Meijer, 2011; Friesen & Besley, 2013), formally organized communities of practice or networks (e.g., Chang, Chen, & Li, 2008; Sun,…”
Boundary Crossing and Boundary Objects (2011, neutral): “In a different field of social theory, social psychology, the human mind is no longer studied solely in terms of a unified subject but as a self that is multiple, discontinuous, and inherently related to individual and generalized others (Akkerman & Meijer, 2011).”
Teacher Identity in the Early Career Phase: Trajectories that Explain and Influence Development. (2013, background): “The process of developing a concept of oneself as a teacher is presented here as a complex, dynamic and multi-faceted process, just as others have found it to be (Akkerman & Meijer, 2011).”