The personal and professional selves of teachers: stable and unstable identities

By Christopher W. Day, Alison Kington, G. Stobart, P. Sammons. 2006

1,114 citations recorded by the source corpus.

Subfields: Education, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/f73db8ebd92e5792b3df54f9da3be2fbfed8b441

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. P. D. den Brok
2. D. Beijaard
3. J. Hong
4. Marieke Pillen
5. Christopher W. Day
6. Rui (Eric) Yuan
7. Q. Gu
8. Icy Lee

In Human Factors and Ergonomics

1. Christopher W. Day
2. J. Hong
3. Q. Gu
4. Alison Kington
5. P. D. den Brok
6. Rui (Eric) Yuan
7. Icy Lee
8. Philip Hiver

Citations in the corpus

• Emerging Professional Teacher Identity of Pre-service Teachers (2011, background): “People's lives are multifaceted causing challenging conflicts between professional and personal identities (Day et al., 2006).”
• Language Teacher Immunity: A Double-Edged Sword (2015, background): “There is now growing recognition that professional identity is a key determinant of teachers’ enthusiasm and effort, motivation and commitment, instructional effectiveness, psychological well-being, and persistence in the profession (Day et al. 2006; Beauchamp and Thomas 2009).”
• Teachers’ emotions and professional identity in curriculum reform: A Chinese perspective (2011, background): “Identity is a complicated and multifaceted construct and is referred to by some researchers as ‘‘identities’’ or ‘‘selves’’ to describe the multiple aspects or roles presented in different social contexts (Day and Kington 2008; Day et al. 2006; Woods and Jeffrey 2002).”
• Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses (2012, background): “Existing studies have emphasized emotions as a significant and ongoing part of being a teacher (Day, Kington, Stobart, & Sammons, 2006 ; Hargreaves, 2001 ; Schmidt & Datnow, 2005 ; Zembylas, 2003 ).”
• Professional identity tensions of beginning teachers (2013, background): “work and life of becoming and being a teacher (Akkerman & Meijer, 2011; Beauchamp & Thomas, 2009; Beijaard et al., 2004; Coldron & Smith, 1999; Day et al., 2006; Olsen, 2011; Rodgers & Scott, 2008).”
• Reconceptualising the role of teachers as assessors: teacher assessment identity (2017, background): “Day et al. (2006) have also noted that insufficient attention has been paid to emotional factors in the discussion of teacher identity.”
• Understanding teacher identity: an overview of issues in the literature and implications for teacher education (2009, background): “…2008), to ‘identitymaking’ (see Sfard & Prusak, 2005), to ‘creating’ an identity (see Parkison, 2008), to ‘shaping’ an identity (see Flores & Day, 2006) to ‘building’ identity (see Sfard & Prusak, 2005), and even to the ‘architecture’ of teacher’s professional identities (Day et al., 2006, p. 612).”
• The cognitive, social and emotional processes of teacher identity construction in a pre-service teacher education programme (2015, background): “…the influence of a range of factors, both internal to the teacher, such as cognition (e.g. Beijaard, Verloop, and Vermunt 2000) and emotion (e.g. O’Connor 2008), and external to the teacher, particularly the socialisation experienced in specific contexts (e.g. Day et al. 2006; Flores and Day 2006).”
• The Transition from Experienced Teacher to Mathematics Coach: Establishing a New Identity (2010, background): “Researchers (Bullough, 2005; Day et al., 2006; Zembylas, 2003, cited in Bullough, 2005) have found that a teacher’s professional identity is discontinuous, fragmented, and subject to turbulence and change.”
• Identity, well‐being and effectiveness: the emotional contexts of teaching (2008, methodology): “The VITAE study found significant associations between professional life phases,1 commitment, resilience and effectiveness and teacher identity (Day et al. 2006a, 2006b).”
• Multiple dimensions of teacher identity development from pre-service to early years of teaching: a longitudinal study (2017, background): “…teachers’ professional identity has been acknowledged as an essential factor in understanding teachers’ professional lives, such as the quality of their teaching, motivation to teach, commitment and resilience, and career decision-making (e.g. Van den Berg 2002; Day et al. 2006; Hong 2010).”