Reconceptualizing Teacher Identity: Teachers’ Becoming in the Dynamic Complexity of Teaching Situations

Show simple item record Puchegger, Romana Bruce, Toni 2021-04-26T23:25:07Z 2021-04-26T23:25:07Z 2020-1-1
dc.identifier.issn 0273-5024
dc.description.abstract <jats:p>Research in physical education often focuses on how to improve the education of teachers and the achievement of students, based on an assumption of a relatively stable teacher identity. The focus of this study is to unsettle this perspective, drawing on complexity thinking and the concept of becoming to reconceptualize teacher identity as a fluid, dynamic identity performance that depends on multiple levels of interacting elements in teachers’ contexts, and significantly challenges the concept of being embedded in ideas of “best practice.” The results of an in‐depth qualitative study with seven health and physical education teachers showed that each teacher performed an adaptive multiplicity of self that responded to constraints in each moment of context‐specific teaching. The results suggest the need for a reconceptualization of teacher identity that understands it as comprised of many different performances of “teacher” and expressed in context‐specific moments of <jats:italic>teacher becoming</jats:italic>.</jats:p>
dc.publisher Human Kinetics
dc.relation.ispartofseries Journal of Teaching in Physical Education
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher.
dc.subject 1302 Curriculum and Pedagogy
dc.title Reconceptualizing Teacher Identity: Teachers’ Becoming in the Dynamic Complexity of Teaching Situations
dc.type Journal Article
dc.identifier.doi 10.1123/jtpe.2019-0100
pubs.begin-page 1 2021-03-17T22:56:27Z
dc.rights.holder Copyright: Human Kinetics en
pubs.end-page 12
pubs.publication-status Published
dc.rights.accessrights en
pubs.elements-id 844111
dc.identifier.eissn 1543-2769

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