Teacher Discourses and Identities: It also introduces critical discourse analysis as a theory and method for analyzing discourse. Further, it provides ways for preservice teachers to engage in critical identity work through the study of discourses.
Subjects Description In this book, Janet Alsup reports and theorizes a multi-layered study of teacher identity development. The study, which followed six pre-service English education students, was designed to investigate her hypothesis that forming or failing to form a professional identity is central in the process of becoming an effective teacher.
This work addresses the intersection of various types of discourse within the process of professional identity development, emphasizes that the intersection of the personal and professional in teacher identity formation is more complex than is acknowledged in typical methods classes, and accents the need for teacher educators to take steps to facilitate such integration.
Specific suggestions for methods courses are presented that teacher educators can use as is or adapt to their own contexts. Negotiating Personal and Professional Spaces speaks eloquently to faculty, researchers, and graduate students across the field of teacher education.
Reviews "Teacher-educators, in particular, would find this a helpful supplement to literacy education courses, since it suggests ways to encourage preservice teachers to reflect on their professional dispositions and assumptions…Current and future teachers will appreciate this combination of theoretical and practical suggestions, the potentional uses of which will not leave an educator wondering how to bring aspects of identity into a collective light.
The Struggle of Subjectivities: Experiential Narratives of Teaching and Learning. Narratives About the Embodiment of Teacher Indentity. The Influence of Others: Narratives About Family and Friends. Using Discourse to Create a Teacher Identity: Teaching Is…An Analysis of the Metaphor.
What Do I Believe? Final Thoughts About Teacher Identity.The emphasis throughout the book is on the construction of identity through spoken language, something which follows naturally from the definition of Discourse as ‘ways of combining and integrating language, actions, interactions, ways of thinking, believing, valuing and using various symbols, tools and objects to enact a particular sort of.
This book is a tremendously valuable addition to the emerging field of language teacher identity. The authors have made a powerful case for social interaction as a primary site for doing identity. Book Club participation: 15% We will read 2 books for this class that examine the reflective practices of inquiry about identity and teacher and about participatory education of the work of .
The other aspect of a comprehensive understanding of teacher identity construction, identity-in-discourse, acknowledges that identities are discursively constituted, mainly through language.
In poststructuralist theory, for example, identity construction occurs as individuals identify with particular subject positions within discourses (Weedon. Janet Alsup is Professor of Literacy and Language Education and a former high school English teacher in a rural school.
She has recently published two books, a co-edited volume about teaching in rural communities, Literacy Teaching and Learning in Rural Communities (Routledge, ), and a single authored monograph, A Case for Teaching Literature in the Secondary School (Routledge, ). In this book, Janet Alsup reports and theorizes a multi-layered study of teacher identity development.
The study, which followed six pre-service English education students, was designed to investigate her hypothesis that forming (or failing to form) a professional identity is central in the process of becoming an effective teacher.