Teaching is a complex relationship of the "I", the "Thou" and the "It" as described by David Hawkins (1974). This study examines the "I", a teacher's professional identity, as it is revealed in a specific professional development activity focused on examining students and student work known as the "Descriptive Review of a Child". Using a phenomenological case study approach, I followed four individual teachers throughout their engagement in the inservice as well as conducted post-interviews to the activity. The theoretical frameworks of the "I", "thou" and "it" by Hawkins and the "core reflection" by Korthagen provided the constructs used to investigate the revelation of a teacher's professional identity during the professional development activity and reflection. Looking for tensions that may exist between the teacher's self and the instructional process or culture was also investigated. Findings showed that the teacher's identity can be revealed in the "Descriptive Review of a Child" and in the reflection on the experience. The teacher identity was discovered to be an interwoven relational factor throughout this professional development experience. Tensions between the teacher's self and instruction or culture within the classroom or school were also found. Bringing awareness of teacher professional identity within professional development activities can provide valuable insight for professional development specialists seeking to support teacher learning.
|Commitee:||Oliveira, Alan, Wilcox, Kristen|
|School:||State University of New York at Albany|
|Department:||Educational Theory and Practice-Curriculum and Instruction|
|School Location:||United States -- New York|
|Source:||DAI-A 73/03, Dissertation Abstracts International|
|Keywords:||Professional development, Teacher identity|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be