Conceptualizing Teacher Identity as a Complex Dynamic System: The Inner Dynamics of Transformations During a Practicum

Journal of Teacher Education

Volumn 67, Issue 4, 2016, Pages 291-305

  Henry, Alastair ^a  

^a UNIVERSITY WEST   (Sweden)

Author keywords

case study; complex dynamic systems; discourse analysis; English teacher education; identity; preservice teacher education

Indexed keywords

EID: 84983027512     PISSN: 00224871     EISSN: 15527816     Source Type: Journal    
DOI: 10.1177/0022487116655382     Document Type: Article

References (55)

1. S.F.AkkermanP.C.Meijer (2011). A dialogical approach to conceptualizing teacher identity. Teaching and Teacher Education, 27, 308-319.
2. J.Alsup (2006). Teacher identity discourses: Negotiating personal and professional spaces. Mahwah, NJ: Lawrence Erlbaum.
3. M.Bakhtin (1981). The dialogic imagination: Four essays by M. M. Bakhtin (C.EmersonM.Holquist, Trans.). Austin: University of Texas Press.
4. P.BaxterS.Jack (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 13(4), 544-559.
5. C.BeauchampL.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.
6. C.BeauchampL.Thomas (2011). New teachers’ identity shifts at the boundary of teacher education and initial practice. International Journal of Educational Research, 50, 6-13.
7. D.BeijaardP.C.MeijerN.Verloop (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20, 107-128.
8. N.J.BellA.Das (2011). Emergent organization in the dialogical self: Evolution of a “both” ethnic identity position. Culture & Psychology, 17(2), 241-262.
9. T.BentoC.CunhaJ.Salgado (2012). Dialogical theory of selfhood. In (Ed.), The Oxford handbook of culture and psychology (pp. 421-438). Oxford, UK: Oxford University Press.
10. D.Bloomfield (2010). Emotions and “getting by”: A preservice teacher navigating professional experience. Asia-Pacific Journal of Teacher Education, 38, 221-234.
11. J.BuchananA.PrescottS.SchuckP.AubussonP.BurkeJ.Louviere (2013). Teacher retention and attrition: Views of early career teachers. Australian Journal of Teacher Education, 38(3), 112-129.
12. D.Byrne (2005). Complexity, configurations and cases. Theory, Culture & Society, 22(5), 95-111.
13. D.Byrne (2014). Thoughts on a pedagogy of complexity. Complicity: An International Journal of Complexity and Education, 11(2), 40-50.
14. D.ByrneG.Callaghan (2014). Complexity theory and the social sciences: The state of the art. Abingdon, UK: Routledge.
15. S.K.W.ChuA.C.M.KwanP.Warning (2012). Blogging for information management, learning, and social support during internship. Educational Technology & Society, 15(2), 168-178.
16. M.Cochran-Smith (2004). Stayers, leavers, lovers, and dreamers: Insights about teacher retention. Journal of Teacher Education, 55(5), 387-392.
17. A.Coyle (2006). Discourse analysis. In (Eds.), Research methods in psychology (pp. 366-387). London, England: SAGE.
18. K.de Bot (2015). Rates of change: Timescales in second language development. In. (Eds.), Motivational Dynamics in Language Learning (pp. 29-37). Bristol: Multilingual Matters.
19. L.DengA.H.K.Yuen (2013). Forums in preservice teacher education: Exploring the participation issue. Technology, Pedagogy and Education, 22(3), 339-356.
20. L.Dillon (2012). E-mail as an arena for authoring a dialogical self among gifted young adolescents: A qualitative study. International Journal for Dialogical Science, 6(2), 1-33.
21. Z.Dörnyei (2014). Researching complex dynamic systems: “Retrodictive qualitative modeling” in the language classroom. Language Teaching, 47(1), 80-91.
22. F.DuarteM.M.Gonçalves (2007). Negotiating motherhood: A dialogical approach. International Journal for Dialogical Science, 2, 249-275.
23. N.Edley (2001). Analysing masculinity: Interpretative repertoires, ideological dilemmas and subject positions. In (Eds.), Discourse as data: A guide for analysis (pp. 189-228). London, England: SAGE.
24. K.M.Eisenhardt (1989). Building theories from case study research. The Academy of Management Review, 14(4), 532-550.
25. J.Ferrier-Kerr (2009). Establishing professional relationships in practicum settings. Teaching and Teacher Education, 25, 790-797.
26. M.A.FloresC.Day (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education, 22, 219-232.
27. F.GeijselF.Meijers (2005). Identity learning: The core process of educational change. Educational Studies, 31(4), 419-430.
28. M.L.GomezR.W.BlackA.Allen (2007). “Becoming” a teacher. Teachers College Record, 109(9), 2107-2135.
29. A.HenryM.Tynkkinen (in press). Becoming a process researcher of one’s own development: Using an identity mapping model to make sense of transformation dynamics during the practicum. In (Eds.), Exploring innovations in language teacher education: Transformational theory and practice. New York, NY: Springer.
30. H.J.M.Hermans (1996). Voicing the self: From information processing to dialogical interchange. Psychological Bulletin, 119(1), 31-50.
31. H.J.M.Hermans (2001). The dialogical self: Toward a theory of personal and cultural positioning. Culture & Psychology, 7(3), 243-281.
32. H.J.M.Hermans (2003). The construction and reconstruction of a dialogical self. Journal of Constructivist Psychology, 16(2), 89-130.
33. H.J.M.Hermans (2008). How to perform research on the basis of dialogical self theory? Introduction to the special issue. Journal of Constructivist Psychology, 21(3), 185-199.
34. H.J.M.HermansE.Hermans-Jansen (2003). Dialogical processes and the development of the self. In (Eds.), Handbook of developmental psychology (pp. 534-559). London, England: SAGE.
35. H.J.M.HermansH.J.G.KempenR.J.P.Van Loon (1992). The dialogical self: Beyond individualism and rationalism. American Psychologist, 47, 23-33.
36. C.JasperH.MooreL.WhittakerA.Gillespie (2012). Methodological approaches to studying the self in its social context. In (Eds.), Handbook of dialogical self theory (pp. 319-334). Cambridge, UK: Cambridge University Press.
37. T.A.KlimstraK.LuyckxW.W.HaleT.FrijnsP.van LierW.H.J.Meeus (2010). Short-term fluctuations in identity: Introducing a micro-level approach to identity formation. Journal of Personality and Social Psychology, 99(1), 191-202.
38. A.Lichtwarck-AschoffP.van GeertH.BosmaS.Kunnen (2008). Time and identity: A framework for research and theory formation. Developmental Review, 28(3), 370-400.
39. H.R.MarkusP.Nurius (1986). Possible selves. American Psychologist, 41, 954-969.
40. M.T.PillenD.BeijaardP.J.den Brok (2013). Professional identity tensions of beginning teachers. Teachers and Teaching: Theory and Practice, 19(6), 660-678.
41. M.T.PillenP.J.den BrokD.Beijaard (2013). Profiles and change in beginning teachers’ professional identity tensions. Teaching and Teacher Education, 34, 86-97.
42. J.PotterM.Wetherell (1995). Discourse analysis. In (Eds.), Rethinking methods in psychology (pp. 80-92). London, England: SAGE.
43. C.R.RodgersK.H.Scott (2008). The development of the personal self and professional identity in learning to teach. In (Eds.), Handbook of research on teacher education (pp. 732-755). New York, NY: Routledge.
44. P.SmagorinskyL.S.CookC.MooreA.Y.JacksonP.G.Fry (2004). Tensions in learning to teach: Accommodation and the development of a teaching identity. Journal of Teacher Education, 55(1), 8-24.
45. H.SteenbeekP.van Geert (2013). The emergence of learning-teaching trajectories in education: A complex dynamic systems approach. Nonlinear Dynamics, Psychology, and Life Sciences, 17(2), 233-267.
46. H.SteenbeekP.van Geert (2015). A complexity approach toward mind–brain–education (MBE): Challenges and opportunities in educational intervention and research. Mind, Brain, and Education, 9(2), 81-86.
47. J.Trent (2013). From learner to teacher: Practice, language, and identity in a teaching practicum. Asia-Pacific Journal of Teacher Education, 41(4), 426-440.
48. J.Trent (2014). Innovation as identity construction in language teaching and learning: Case studies from Hong Kong. Innovation in Language Learning and Teaching, 8(1), 56-78.
49. R.R.VallacherP.van GeertA.Nowak (2015). The intrinsic dynamics of psychological process. Current Directions in Psychological Science, 24(1), 58-64.
50. J.Valsiner (2004, August28). Temporal integration of structures within the dialogical self. Keynote lecture at the 3rd International Conference on Dialogical Self, Warsaw, Poland.
51. P.van GeertA.Lichtwarck-Aschoff (2005). A dynamic systems approach to family assessment. European Journal of Psychological Assessment, 21(4), 240-248.
52. P.van GeertM.van Dijk (2015). The intrinsic dynamics of development. Emerging Trends in the Social and Behavioral Sciences. Advanced online publication. DOI: 10.1002/9781118900772.etrds0343
53. M.M.Van RijswijkS.AkkermanB.Koster (2013). Student teachers’ internally persuasive borderland discourse and teacher identity. International Journal for Dialogical Science, 7(1), 43-60.
54. J.Walkington (2005). Becoming a teacher: Encouraging development of teacher identity through reflective practice. Asia-Pacific Journal of Teacher Education, 33(1), 53-64.
55. R.K.Yin (2013). Case study research: Design and methods (5th ed.). Thousand Oaks, CA: SAGE.