Reflection and professional identity in teachers' future-oriented discourse

By A. Urzúa, Camilla Vásquez. 2008

224 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/bbb28fce26aba32503836104237ac6af3e76435b

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In Education

In Language and Linguistics

Citations in the corpus

The cognitive, social and emotional processes of teacher identity construction in a pre-service teacher education programme (2015, background): “…reflect on their identities throughout the teacher learning process, be cognisant of the shifts and tensions in their identities, the factors that influence the development of their identities, as well as ways to cope with these factors in their present and future contexts (Urzúa and Vásquez 2008).”
Reflection in teacher education: issues emerging from a review of current literature (2015, background): “Similarly, Urzúa and Vásquez (2008) support the idea that reflection is an important part of identity development, adding the twist that future-oriented reflection allows prospective teachers to establish a professional identity to which they aspire and to work toward the development of it.”
Understanding teacher identity: an overview of issues in the literature and implications for teacher education (2009, background): “This idea is reinforced in the notion that teachers’ discourse, when it is intentionally future-oriented, reveals reflection that projects a prospective identity (Urzúa & Vásquez, 2008).”
Promoting Reflection in Teacher Preparation Programs (2012, background): “Professional identities emerge as teachers engaged in retrospective and prospective discourse (Urzua & Vasquez, 2008).”
Reflecting on an ideal: student teachers envision a future identity (2010, background): “(Urzúa & Vásquez, 2008, p. 1944) Student teachers individually could be encouraged to think ahead in positive, affirming ways to construct a worthy ideal and to work toward this ideal.”