Reform, standards and teacher identity: Challenges of sustaining commitment

By Christopher W. Day, Bob Elliot, Alison Kington. 2005

588 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/bf7154d8df72c26cc170b3c2f877eb167d0b43c8

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Citations in the corpus

Variations in the conditions for teachers' professional learning and development: sustaining commitment and effectiveness over a career (2007, background): “The nature of teacher identities and their importance in the construction and sustaining of teachers’ professional selves has been reported elsewhere (Day et al., 2005, 2006b; Day & Kington, 2007).”
On Teacher Hope, Sense of Calling, and Commitment to Teaching. (2012, background): “Day, Elliot, and Kington (2005) take a similar position and point toward the importance of greater understanding of these aspects of teacher motivation when they write: the challenge for policy-makers and school leaders concerned with issues of recruitment, retention and the sustaining of…”
Changing career and changing identity: how do teacher career changers exercise agency in identity construction? (2010, background): “Although there is increasing interest in the development of teacher identity, (Beauchamp and Thomas 2009; Chong and Low 2009; Day et al. 2005; Jephcote and Salisbury 2009) there has been very little empirical research carried out about the experiences of mid-career teachers, (Johnson et al. 2005) ”
Teachers' Emotion and Identity Work During a Pandemic (2020, background): “, 2018), which can have implications on teachers’ feelings of efficacy and commitment within the profession (Day et al., 2005).”
Committed for life? Variations in teachers’ work, lives and effectiveness (2008, background): “Commitment has been defined as a predictor of teachers’ performance, burnout, attrition as well as having an important influence on students’ cognitive, social, behavioral, and affective outcomes (Firestone 1996; Louis 1998; Day et al. 2005 ).”
Multiple dimensions of teacher identity development from pre-service to early years of teaching: a longitudinal study (2017, background): “…processes and products (Sfard and Prusak 2005), discourses as a lens to unpack identity construction (Alsup 2006), and influences of various contextual factors such as school environments and policy demand on teachers’ identity development (Day, Elliot, and Kington 2005; Flores and Day 2006).”
Burnout and teacher self-efficacy among teachers working in special education institutions in Turkey (2014, background): “This indicates a link between school staff’s perceptions of their vocational skills and professional identities, and the risk of depersonalisation and emotional exhaustion (Day, Elliot, and Kington 2005; Leiter 1992).”