Understanding teacher identity: an overview of issues in the literature and implications for teacher education

By C. Beauchamp, L. Thomas. 2009

2,270 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/d40db691734dbfbdb419c2489031391739830cc5

How researchers see this paper

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

In Education

1. Rui (Eric) Yuan
2. Feng Teng
3. M. Izadinia
4. Icy Lee
5. P. D. den Brok
6. Marieke Pillen
7. Emese Bukor
8. J. Richards

In Language and Linguistics

1. Alastair Henry
2. Z. Dörnyei
3. Feng Teng
4. M. Izadinia
5. Rui (Eric) Yuan
6. J. Richards
7. Philip Hiver
8. Icy Lee

Citations in the corpus

• From learner to teacher: practice, language, and identity in a teaching practicum (2013, background): “While this study adopts such a starting point, a contribution of this research is to explore these practicum experiences using the analytic lens of identity, which has been recognised as crucial for understanding the professional development of teachers (Beauchamp & Thomas, 2009).”
• A closer look at the role of mentor teachers in shaping preservice teachers' professional identity (2015, background): “The dynamic and constantly evolving nature of teacher identity (Beijaard, Meijer, & Verloop, 2004) shapes in an examination of the self in interactionwith others in a professional context (Beauchamp & Thomas, 2009).”
• Emotional Development and Construction of Teacher Identity: Narrative Interactions about the Pre-Service Teachers' Practicum Experiences. (2017, background): “Emotions, thoughts and actions are the aspects of the models that constitute the teacher-self, and it is self-evident that these aspects form an integral part of the teachers’ identity formation while playing a pivotal role in teaching (Beauchamp & Thomas, 2009; Connelly & Clandinin, 1999).”
• Finding myself as a teacher: exploring the shaping of teacher identities through student teachers’ narratives (2012, background): “The concept of identity takes on various meanings in the literature, and Beauchamp and Thomas ( 2009 ) and Beijaard, Meijer, and Verloop ( 2004 ) note that ‘identity’ seldom is defined properly.”
• The cognitive, social and emotional processes of teacher identity construction in a pre-service teacher education programme (2015, background): “…effectiveness and students’ learning dispelled her previous negative emotions about being a GFSs and strengthened her developing identity as a language teacher (Beauchamp and Thomas 2009): The moment I feel teaching is magical is when I find that students are actually learning from me and with me!”
• Changing career and changing identity: how do teacher career changers exercise agency in identity construction? (2010, background): “We concur with Beauchamp and Thomas (2009) when they suggest that instilling awareness of the need to help novices develop an awareness of their on-going sense of identity should be embedded in teacher education programmes.”
• The role of emotions in student teachers’ professional identity (2012, background): “Several authors (Beauchamp and Thomas 2009; Britzman 1991, 1992; Hargreaves 1998, 2001; Schutz et al. 2007; Zembylas 2003, 2005) have observed that teacher identity and emotions are inevitably related. Beauchamp and Thomas (2009) develop the argument by identifying emotions as a dimension of self th”
• Self-efficacy, job satisfaction, motivation and commitment: exploring the relationships between indicators of teachers’ professional identity (2011, neutral): “Beauchamp and Thomas (2009) have mentioned that the comparison of studies investigating the stability and/or dynamics of teachers ’ professional identity is difficult due to the different terms being used by researchers to refer to the ‘ shifting and shaping ’— as Beauchamp and Thomas call these…”
• Identity expectations in early childhood teacher education: Pre-service teachers' memories of prior experiences and reasons for entry into the profession (2014, background): “Given that the alarming rate of attrition can be, at least partly, attributed to new teachers' expectations not being met in reality (Beauchamp & Thomas, 2009), we focus on how prospective teachers' expectations for the teaching field often originate from their own prior experiences (Lortie, 1975).”
• Tensions in beginning teachers’ professional identity development, accompanying feelings and coping strategies (2013, positive): “Research in the domain of teaching and teacher education increasingly emphasizes the importance of teacher identity (e.g. Beauchamp and Thomas 2009; Beijaard, Mei-jer, and Verloop 2004; Olsen 2008, 2010).”