This book seeks to extend perspectives on professional identity in education. Chapters consider the notion of expertise, the impact of managerial approaches, the importance of communities of practice, and the effects of increasingly marketised approaches.By using narratives, the book opens up a conversation about this important topic. Educators and leaders from a variety of settings will explore their professional experiences and the impact these have had on forming values in the professional role. By drawing on personal experience, individual authors will consider some of the challenges they have encountered as part of identity formation. The significance of organisational cultures is discussed throughout the book and explores the ways in which individual autonomy is both threatened and claimed. Issues discussed include the frequent changes imposed through government initiatives and the social perception of education professionals when compared to other professional roles.
Contributions have been drawn from teachers and leaders in schools, colleges, universities and specialist training. Chapter authors have a variety of experiences offering a multi-perspective approach. This will include strategic leadership, operational management and classroom practice, all of which offer insights of interest to educators at various points on the professional journey. The narrative approach adopted by authors provides the opportunity for readers to engage with others experiences, enabling personal reflection on their own professional identity.
Chapter
1. Editors Introduction.
Chapter 2. Reflecting on the identity
of the teaching profession: time for some higher status?.
Chapter 3. The
researcher as inter-disciplinarian: a reflection on professional identity in
a specialised world.
Chapter 4. Identity and leadership in education.-
Chapter 5. Making more of a difference: The creation of teachers
identities as professionals who deal with disadvantage.
Chapter 6. Managing
and implementing educational-technological change a case for
co-development.
Chapter 7. A Democratic View of Professional Development in
HE.
Chapter 8. When to show the way, when to lead the way and when to step
away Exploring the roles and identities of Teacher Educators in
Post-Compulsory Education.
Chapter 9. The invisible educators.
Chapter
10. Some thoughts and reflections on identity, teaching, and writing, and how
they might affect one another.
Chapter 11. Reinterpreting the
professional-isation of outdoor education in the context of higher
education.
Chapter 12. Beyond paraprofessional: Empowering and equipping
teaching assistants to develop a sense of identity.
Chapter 13. Identity in
the Impossible Professions.
Chapter 14. Final Thoughts.
Neil Hopkins is a Senior Lecturer and Advanced Researcher in Education. He has published in the Journal of Philosophy of Education and the British Educational Research Journal. He has written Citizenship and Democracy in Further and Adult Education (Springer, 2013) and Democratic Socialism: New Perspectives on Policy and Practice (Springer, 2019). Along with Oli Belas, he was winner of BERJs Editors Choice Award (2020).Carol Thompson is a Teacher Educator and Research Fellow. Her teaching background is in post compulsory education and for the past 12 years she has been training teachers and mentors supporting trainees on programmes of initial teacher education. Carol has authored a number of books related to teaching and mentoring including; The Trainee Teachers Handbook a companion for initial teacher training (Sage), Learning Theories for Everyday Teaching (Sage), The Magic of Mentoring (Routledge), ReflectivePractice for Professional Development a guide for teachers (Routledge), Being a Teacher (Sage).
Daugiau apie elektronines knygas