Video reflection and the formation of teacher identity in a team of pre‐service and experienced teachers
By R. Maclean, S. White. 2007
139 citations recorded by the source corpus.
This paper discusses a project in which a team of pre‐service and experienced teachers, following a teaching development model devised by the authors, reflected on videos of the pre‐service teachers teaching literacy. Using a discourse analytic approach, the paper focuses on how teachers’ joint reflection contributes to student teacher identity formation. Analysis suggests that reflection, at least in the talk of this team, is a language practice with a distinctive generic structure. Using this structure, participants jointly construct professional teacher identities for themselves and others through the key devices of representation, categorization, evaluation, individualization and inclusion.
Subfields: Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/77b1561c53456b9ec9b1118a456fb629bba17573
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Language and Linguistics
In Literature and Literary Theory
Citations in the corpus
- A review of research on student teachers' professional identity (2013, background): “Literature suggests that teacher identity is not stable or predetermined (Beijaard et al , 2004 ; Maclean & White, 2007 ; Beauchamp & Thomas, 2009 ), rather, it is dynamic and created and recreated during an active process of learning to teach (Trent, 2010 ).”
- The Influence of Video Analysis on the Process of Teacher Change. (2012, background): “Consequently, there has been an increase in research studies focused on the benefits of using video to reflect on teaching (Maclean & White, 2007).”
- Identity expectations in early childhood teacher education: Pre-service teachers' memories of prior experiences and reasons for entry into the profession (2014, background): “…identity as shaped (Flores & Day, 2006), identity as built (Sfard & Prusak, 2005), identity as unstable (Beijaard, Meijer, & Verloop, 2004; Maclean & White, 2007), identity as multifaceted, as an ongoing process (Beauchamp & Thomas, 2009; Mitchell & Weber, 1999), identity as involving…”
- The teacher I wish to be: exploring the influence of life histories on student teacher idealised identities (2013, background): “Perhaps as Maclean and White (2007, 48) contend, it is probably more accurate to refer to identity as a ‘process of identification’ in recognition of the relationality or interplay between self and the social setting.”
- Teacher Identity in the Early Career Phase: Trajectories that Explain and Influence Development. (2013, background): “Similarly, Maclean and White (2007) state that professional identity is how we represent ourselves through our professional roles, both to ourselves and others, and we do this through the beliefs, values, language and resources that are embedded in such professions.”