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KSI 2006 Strand 2: Teacher & Curriculum Session 1: Teacher Identity & Use of

KSI 2006 Strand 2: Teacher & Curriculum Session 1: Teacher Identity & Use of Curriculum Materials Jen Cartier (ECRA, University of Pittsburgh) Cory Forbes (Grad. Student, University of Michigan). Session Overview. Introduction: Focusing on Core Relationships

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KSI 2006 Strand 2: Teacher & Curriculum Session 1: Teacher Identity & Use of

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  1. KSI 2006 Strand 2: Teacher & Curriculum Session 1: Teacher Identity & Use of Curriculum Materials Jen Cartier (ECRA, University of Pittsburgh) Cory Forbes (Grad. Student, University of Michigan)

  2. Session Overview • Introduction: Focusing on Core Relationships • Defining the Identity Construct • Two Views of Teacher Identity • Looking at Data through the Identity Lens • Extending the Discussion

  3. Core Relationships . . . To be explored using Teacher Identity as a lens.

  4. Task 1: Defining the Identity Construct • What are the components or dimensions of Identity? (begin with Enyedy’s framework, p. 85) • What “work” does Identity do for us as teacher educators, policy makers, and/or researchers that the individual components or dimensions do not? (That is, why is the whole construct more than the sum of its parts?)

  5. Perspectives on Teacher Identity • Common Assumptions: • All teachers develop a view of what a “good teacher” does (their role/s and practices) • The “good teacher” identity is a desirable one (a positive ‘possible self’ – Holland, et al., 1998) that influences the choices teachers make

  6. Perspectives on Teacher Identity • Unique Analytical Lenses: • Individual teachers’ identity development • Broad (culturally derived) identity categories • Unique Purposes: • To further develop theoretical model/s of teacher learning and practice; to inform pre-service teacher education • To inform policy related to teacher professional development and curriculum adoption/implementation

  7. Locating Identity – Key Constructs • Teachers talk about their identity in terms of their professional practices (what they do) and in terms of professional roles (who they are) (Enyedy et al., 2006) • Dynamic interplay between the two • ‘Being a teacher’ implies certain norms of activity – identity as performance(Bullough et al., 1992; Goffman, 1959). • Certain types of activities position individuals within roles, such as that of teacher. • Also a temporal dimension - to understand identity in at any given point in time (objectified and in practice), historical dimension of identity must be accounted for.

  8. Role Identity • Role identity - developed through social interaction with role partners and resources, mediated by role-relevant norms and expectations (Stets & Burke, 2000) • 3 influences on PTs role identity formation (Mahlios, 2002): • Past histories as learners • Teacher education program • Classroom-based experiences • Even within a particular role, identity is differentiated (Collier, 2001) • Curricular role identity – dimensions of teacher’s role associated with use of CM.

  9. Critical Theory and the School Curriculum • Assumptions • Schools exist within a “nexus” of other institutions (political, economic, and cultural) that result in “structural inequalities of power and access to resources” [Apple, 2004, p. 61] • Schools exert social and economic control over students, teachers, and communities • Goal • To understand and make explicit the structures through which schools perpetuate social inequities in order to abolish these inequities

  10. Critical Theory & Teacher Identity • Elementary teachers’ roles are impacted by our social/cultural/economic history [Apple, in Shapiro & Purpel, 1993] • Gender • e.g. resistance strategies • Class • Professional • Laborer

  11. Professional high degree of agency focus on student learning in classroom “tool” orientation toward curriculum and resources Laborer low degree of agency focus on job tasks and external measures of success “rule” orientation toward curriculum

  12. artifacts (CM) interviews artifacts (CM) observations of PD sessions artifacts (lesson plans) artifacts (course assignments, lesson plans, etc.) interviews artifacts (instructional tools, student work) observations/video artifacts (instructional supports) interviews observations Types of Data/Evidence

  13. Task 2: Data Critique • What evidence of Teacher Identity (or elements of it) is present in these examples? • How might Identity be useful for characterizing the core relationships (between teachers and aspects of curriculum) in these contexts? • What questions remain? (Do we need more or different data? Etc.)

  14. Task 3: Extending/Connecting to Your Work • Describe one question your group has related to teacher identity and practices. • How does your question connect to or extend our understanding of the core relationships presented at the beginning of this session? • How would you design a study to answer this question? • What sources of data/evidence might you collect? • What framework(s) might you use for analysis?

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