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Unmasking the professional identities of English teachers

Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.14/79713

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Title: Unmasking the professional identities of English teachers
Related: Educational practice and theory, Vol. 29, Issue 1, p.5-16
Publisher: James Nicholas Publishers
Date: 2007
FoR/RFCD Code(s): 130300 Specialist Studies in Education
Author/Creator: O'Sullivan, Kerry-Ann
Description: The various components that make up a teacher's professional identity involve a complex interplay of elements. The significance of the teaching subject discipline for secondary teachers' identitites is well recognised as a key component. What is less certain is the exact nature of the role that is played by teachers' perceptions of their subject in shaping their professional identities, especially when the particular discipline itself is open to contestation about its own meaning. This case study analyses what English teachers themselves consider to be the nature of their professional identities and it unmasks the ways in which their discourses represent these constructions of self and subject. The study reveals that most teachers view their professional identities as being closely aligned with, or even inseparable from, their sense of self.
Description: 12 page(s)
Subject Keyword: 130300 Specialist Studies in Education
Subject Keyword: professional identity, Secondary English teachers, teacher self concept
Subject Keyword: professional identity
Subject Keyword: Secondary English teachers
Subject Keyword: teacher self concept
Resource Type: journal article
Organisation: Macquarie University. School of Education

Identifier: http://hdl.handle.net/1959.14/79713
Identifier: ISSN:1323-577X
Identifier: mq-rm-2007000768
Language: eng
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