[DOWNLOAD] "Actualizing Democracy: The Praxis of Teacher Identity Construction (Report)" by Teacher Education Quarterly " eBook PDF Kindle ePub Free

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eBook details

• Title: Actualizing Democracy: The Praxis of Teacher Identity Construction (Report)
• Author : Teacher Education Quarterly
• Release Date : January 22, 2008
• Genre: Education,Books,Professional & Technical,
• Pages : * pages
• Size : 204 KB

Description

In the quest for democratic, rigorous and engaged classrooms, one of the main goals for some teacher educators is to connect teachers to the communities in which they work in order to be more conscious of the realities and identities of their students (McDermott, 1998). This quest is often hampered by the un-inspected and dominant-culture identities that prospective/new teachers bring to their work. Helping teachers reflect on their identity has emerged as a goal in my teacher education work, evolving out of a variety of experiences in my professional and personal life. These are: 1) my professional work as a classroom teacher in diverse, urban schools, 2) my professional research and practice with cultural historical activity theory (CHAT), and 3) my work with prospective/new teachers in and outside teacher education programs as a teacher education professor. Each of these activities has increased my focus on the importance and impact of activity on identity. Teacher identity has been defined in different ways through different methodologies. In this paper, I use autobiographical information, based on my life as an urban teacher and teacher educator, to depict my journey, insights and experiences. In doing so, I synthesize the personal, pedagogical, and political aspects of my identity as a teacher educator. My journey provides a picture that will further enhance the understanding of teacher identity development and practice to provide insights and guidance to current education students, teachers and teacher educators. Developing new lenses through which teachers see their identities and their school communities require teacher educators to provide activity spaces within their university classrooms where effective praxis is both possible and encouraged.

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