Teacher Identity from the Perspective of Students
A special issue of Education Sciences (ISSN 2227-7102).
Deadline for manuscript submissions: 30 June 2024 | Viewed by 350
Special Issue Editor
Interests: teacher education and professional identity development; the teaching of composition and literature in secondary schools; critical pedagogy; young adult literature; qualitative and narrative inquiry
Special Issue Information
Dear Colleagues,
Research and scholarship in teacher identity has been prevalent since the early 2000s, focusing on elementary and secondary school teacher identity. Beauchamp and Thomas (2009) and Beijaard, Meijer, and Verloop (2004) provide critical overviews of research on teacher professional identity and identify several gaps in the research, including an attention to context and a clear definition of teacher identity (Beauchamp and Thomas, p. 175; Beijaard, Meijer, and Verloop, p. 126). More recently, teacher identity researchers have focused on the identities of diverse teachers, including US domestic underrepresented minorities and international teachers teaching in a new language (Alsup, 2019, p. 6). These studies often extend traditional qualitative research methods by engaging with auto-ethnography or arts-based research and focus on the experiences of students as they build a teacher identity. In keeping with this trend, the focus of this Special Issue is on teacher identity from the perspective of students.
The purpose of this Special Issue is to provide a venue for scholars in teacher education to build on the body of research in teacher identity by focusing on experiences of students as they become teachers or as they learn from teachers who are building their professional identities. We invite scholars to submit empirical, theoretical, ethnographic, or arts-based papers focused on the experience of students within the larger context of teacher professional identity development.
Suggested topics or themes include:
- Identity development of diverse teacher candidates;
- Identity development of teaching assistants at universities;
- Mentoring of new teachers developing their teacher identity;
- Integration of teacher identity scholarship/research into teacher education or professional development;
- Intersections between critical reflection and teacher identity;
- Role of tension or vulnerability in teacher identity;
- Narrative and metaphor as part of teacher identity development;
- Non-traditional representations of teacher identity development.
Prof. Dr. Janet Alsup
Guest Editor
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
Keywords
- teacher identity
- subjectivity
- reflection
- narrative
- mentoring
- discourse
