Publication Cover
Teacher Development
An international journal of teachers' professional development
Volume 28, 2024 - Issue 2
996
Views
0
CrossRef citations to date
0
Altmetric
Research Articles

Beginning student teachers’ agency in teacher identity negotiations

, , &
Pages 178-194 | Received 13 Apr 2022, Accepted 06 Mar 2023, Published online: 18 Jan 2024

References

  • Alsup, J. 2006. Teacher Identity Discourses: Negotiating Personal and Professional Spaces. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Androusou, A., and V. Tsafos. 2018. “Aspects of the Professional Identity of Preschool Teachers in Greece: Investigating the Role of Teacher Education and Professional Experience.” Teacher Development 22 (4): 554–570. https://doi.org/10.1080/13664530.2018.1438309.
  • Bamberg, M. 2004. “Considering Counter-Narratives.” In Considering Counter-Narratives. Narrating, Resisting, Making Sense, edited by M. Bamberg and M. Andrews, 351–371. Amsterdam: John Benjamins Publishing Company.
  • Beauchamp, C., and L. Thomas. 2009. “Understanding Teacher Identity: An Overview of Issues in the Literature and Implications for Teacher Education.” Cambridge Journal of Education 39 (2): 175–189. https://doi.org/10.1080/03057640902902252.
  • Beijaard, D., P. C. Meijer, and N. Verloop. 2004. “Reconsidering Research on Teachers’ Professional Identity.” Teaching and Teacher Education 20 (2): 107–128. https://doi.org/10.1016/j.tate.2003.07.001.
  • Braun, V., and V. Clarke. 2006. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3 (2): 77–101. https://doi.org/10.1191/1478088706qp063oa.
  • Britzman, D. P. 2003. Practice Makes Practice: A Critical Study of Learning to Teach. Rev. ed. Albany: State University of New York Press.
  • Bruner, J. 1991. “The Narrative Construction of Reality.” Critical Inquiry 18 (1): 1–21. https://doi.org/10.1086/448619.
  • Bullough, R. V. 1991. “Exploring Personal Teaching Metaphors in Preservice Teacher Education.” Journal of Teacher Education 42 (1): 43–51. https://doi.org/10.1177/002248719104200107.
  • Cobb, D. J., A. Harlow, and L. Clark. 2018. “Examining the Teacher Identity-Agency Relationship Through Legitimate Peripheral Participation: A Longitudinal Investigation.” Asia-Pacific Journal of Teacher Education 46 (5): 495–510. https://doi.org/10.1080/1359866X.2018.1480010.
  • Darling-Hammond, L., D. Burns, C. Campbell, A. L. Goodwin, K. Hammerness, E. L. Low, and A. McIntyre. 2017. Empowered Educators: How High-Performing Systems Shape Teaching Quality Around the World. San Francisco, CA: Jossey-Bass.
  • Day, C., and A. Kington. 2008. “Identity, Well-Being and Effectiveness: The Emotional Contexts of Teaching.” Pedagogy Culture & Society 16 (1): 7–23. https://doi.org/10.1080/14681360701877743.
  • Dugas, D. 2021. “The Identity Triangle: Toward a Unified Framework for Teacher Identity.” Teacher Development 25 (3): 243–262. https://doi.org/10.1080/13664530.2021.1874500.
  • Eteläpelto, A., K. Vähäsantanen, and P. Hökkä. 2015. “How Do Novice Teachers in Finland Perceive Their Professional Agency?” Teachers & Teaching 21 (6): 660–680. https://doi.org/10.1080/13540602.2015.1044327.
  • Finnish National Board on Research Integrity TENK guidelines 2019. “The Ethical Principles of Research with Human Participants and Ethical Review in the Human Sciences in Finland.” Accessed June 29, 2021. https://www.tenk.fi/sites/tenk.fi/files/Ihmistieteiden_eettisen_ennakkoarvioinnin_ohje_2019.pdf.
  • Friesen, M. D., and S. C. Besley. 2013. “Teacher Identity Development in the First Year of Teacher Education: A Developmental and Social Psychological Perspective.” Teaching and Teacher Education 36: 23–32. https://doi.org/10.1016/j.tate.2013.06.005.
  • Furlong, C. 2013. “The Teacher I Wish to Be: Exploring the Influence of Life Histories on Student Teacher Idealised Identities.” European Journal of Teacher Education 36 (1): 68–83. https://doi.org/10.1080/02619768.2012.678486.
  • Galman, S. 2009. “Doth the Lady Protest Too Much? Pre-Service Teachers and the Experience of Dissonance as a Catalyst for Development.” Teaching and Teacher Education 25 (3): 468–481. https://doi.org/10.1016/j.tate.2008.08.002.
  • Hammerness, K., L. Darling-Hammond, and J. Bransford. 2005. “How Teachers Learn and Develop.” In Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do, edited by L. Darling-Hammond and J. Bransford, 358–389. San Francisco: Jossey-Bass.
  • Heikkilä, M., T. Liskala, M. Mikkilä-Erdmann, and A. Warinowski. 2022. “Exploring the Relational Nature of Teachers’ Agency Negotiation Through Master- and Counter-Narratives.” British Journal of Sociology of Education 43 (3): 397–414. https://doi.org/10.1080/01425692.2022.2038541.
  • Hong, J. Y. 2010. “Pre-Service and Beginning Teachers’ Professional Identity and Its Relation to Dropping Out of the Profession.” Teaching and Teacher Education 26 (8): 1530–1543. https://doi.org/10.1016/j.tate.2010.06.003.
  • Hyvärinen, M. 2020. “Toward a Theory of Counter-Narratives: Narrative Contestation, Cultural Canonicity, and Tellability.” In The Routledge Handbook of Counter-Narratives, edited by K. Lueg and M. W. Lundholt, 17–29. Milton Park, UK: Taylor and Francis.
  • Juutilainen, M., R.-L. Metsäpelto, and A.-M. Poikkeus. 2018. “Becoming Agentic Teachers: Experiences of the Home Group Approach as a Resource for Supporting Teacher Students’ Agency.” Teaching and Teacher Education 76: 116–125. https://doi.org/10.1016/j.tate.2018.08.013.
  • Kagan, D. M. 1992. “Professional Growth Among Preservice and Beginning Teachers.” Review of Educational Research 62 (2): 129–169. https://doi.org/10.3102/00346543062002129.
  • Kelchtermans, G., and K. Ballet. 2002. “The Micropolitics of Teacher Induction A Narrative-Biographical Study on Teacher Socialisation.” Teaching and Teacher Education 18 (1): 105–120. https://doi.org/10.1016/S0742-051X(01)00053-1.
  • Knowles, J. G. 2003. “Models for Understanding Pre-Service and Beginning Teachers’ Biographies: Illustrations from Case Studies.” In Studying Teachers’ Lives, edited by F. G. Ivor, 99–152. London: Routledge.
  • Lanas, M., and G. Kelchtermans. 2015. “‘This Has More to Do with Who I Am Than with My Skills’ – Student Teacher Subjectification in Finnish Teacher Education.” Teaching and Teacher Education 47: 22–29. https://doi.org/10.1016/j.tate.2014.12.002.
  • Lanas, M., and T. Kiilakoski. 2013. “Growing Pains: Teacher Becoming a Transformative Agent.” Pedagogy Culture & Society 21 (3): 343–360. https://doi.org/10.1080/14681366.2012.759134.
  • Leijen, Ä., M. Pedaste, and L. Lepp. 2020. “Teacher Agency Following the Ecological Model: How It is Achieved and How It Could Be Strengthened by Different Types of Reflection.” British Journal of Educational Studies 68 (3): 295–310. https://doi.org/10.1080/00071005.2019.1672855.
  • Lipponen, L., and K. Kumpulainen. 2011. “Acting as Accountable Authors: Creating Interactional Spaces for Agency Work in Teacher Education.” Teaching and Teacher Education 27 (5): 812–819. https://doi.org/10.1016/j.tate.2011.01.001.
  • Lortie, D. 1975. Schoolteacher: A Sociological Study. Chicago: University of Chicago Press.
  • Lueg, K., A. S. Bager, and M. W. Lundholt. 2020. “Introduction. What Counter-Narratives Are: Dimensions and Levels of a Theory of Middle Range.” In The Routledge Handbook of Counter-Narratives, edited by K. Lueg and M. W. Lundholt, 1–14. Milton Park, UK: Taylor and Francis.
  • Matikainen, M., P. Männistö, and A. Fornaciari. 2018. “Fostering Transformational Teacher Agency in Finnish Teacher Education.” International Journal of Social Pedagogy 7 (1): 4. https://doi.org/10.14324/111.444.ijsp.2018.v7.1.004.
  • Meretoja, H. 2020. “A Dialogics of Counter-Narratives.” In The Routledge Handbook of Counter-Narratives, edited by K. Lueg and M. W. Lundholt, 30–42. Milton Park, UK: Taylor and Francis.
  • Olsen, B. 2008. “How ‘Reasons for Entry into the Profession’ Illuminate Teacher Identity Development.” Teacher Education Quarterly 35 (3): 23–40.
  • Parcell, E., and B. Baker. 2017. “Narrative Analysis.” In The Sage Encyclopedia of Communication Research Methods, edited by M. Allen, 1069–1072. Vol. 3. Thousand Oaks, CA: SAGE. https://doi.org/10.4135/9781483381411.n368.
  • Polkinghorne, D. E. 1995. “Narrative Configuration in Qualitative Analysis.” In Life History and Narrative, edited by J. A. Hatch and R. Wisniewski, 12–30. London: Routledge.
  • Rautiainen, M., and P. Räihä. 2012. “Education for Democracy: A Paper Promise? The Democratic Deficit in Finnish Educational Culture.” Journal of Social Science Education 11 (2): 1618–5293. https://doi.org/10.2390/jsse-v11-i2-1197.
  • Ruohotie-Lyhty, M. 2013. “Struggling for a Professional Identity: Two Newly Qualified Language Teachers’ Identity Narratives During the First Years at Work.” Teaching and Teacher Education 30: 120–129. https://doi.org/10.1016/j.tate.2012.11.002.
  • Ruohotie-Lyhty, M., and J. Moate. 2016. “Who and How? Preservice Teachers as Active Agents Developing Professional Identities.” Teaching and Teacher Education 55: 318–327. https://doi.org/10.1016/j.tate.2016.01.022.
  • Sachs, J. 2005. “Teacher Education and the Development of Professional Identity: Learning to Be a Teacher.” In Connecting Policy and Practice: Challenges for Teaching and Learning in Schools and Universities, edited by P. M. Denicolo and M. Kompf, 5–21. Oxford: Routledge.
  • Simola, H., J. Kauko, J. Varjo, M. Kalalahti, and F. Sahlström. 2017. Dynamics in Basic Education Politics – Understanding and Explaining the Finnish Case. London: Routledge.
  • Søreide, G. E. 2006. “Narrative Construction of Teacher Identity: Positioning and Negotiation.” Teachers & Teaching Theory & Practice 12 (5): 527–547. https://doi.org/10.1080/13540600600832247.
  • Squire, C. 2008. “Experience-Centered and Culturally-Oriented Approaches to Narrative.” In Doing Narrative Research, edited by M. Andrews, C. Squire, and M. Tamboukou, 42–63. London: Sage Publications, Ltd.
  • Toom, A., and J. Husu. 2016. “Finnish Teachers as ‘Makers of the Many.’ Balancing Between Broad Pedagogical Freedom and Responsibility.” In Miracle of Education, edited by H. Niemi, A. Toom, and A. Kallioniemi, 41–55. 2nd rev. ed. Rotterdam: Sense.
  • Uitto, M., S.-L. Kaunisto, L. Syrjälä, and E. Estola. 2015. “Silenced Truths: Relational and Emotional Dimensions of a Beginning Teacher’s Identity as Part of the Micropolitical Context of School.” Scandinavian Journal of Educational Research 59 (2): 162–176. https://doi.org/10.1080/00313831.2014.904414.