Identification – a process of self-knowing realised within narrative practices for teacher educators during times of transition

Abstract

Identity transformation from teacher to teacher educator is problematic as an ‘expert become novice’. The need for professional development for neophyte teacher educators is accepted. The focus of such professional learning has been on the development of an academic identity and engaging in research; the transition in identity is assumed to follow. This study used an adapted form of Professional Life History which is shown to support their ‘identification’ with the new role. Analysis showed a process of identification within the context of the focused story-telling. The study demonstrates that specific narrative practices can be utilised to support neophyte teacher educators in developing their personal and professional identity as a teacher educator.

Keywords:

• Professional identity change
• teacher educator identity
• professional learning
• narrative methods
• life history

Notes

1. Reading Recovery has been operating in England for over 20 years, based at the Institute of Education in London, UK. It is a literacy intervention programme for children at risk of reading failure, developed by Marie Clay during the 1980s in New Zealand. Reading Recovery is a model that is predicated on the development of expert teachers who are able to provide daily intervention for children aged about six; this enables them to make improved progress in around 12–20 weeks in order to read at age-related expectations.