TY - JOUR
T1 - “This is English class”
T2 - Evolving identities and a literacy teacher's shifts in practice across figured worlds
AU - Rubin, Jessica Cira
AU - Land, Charlotte L.
N1 - Publisher Copyright:
© 2017 Elsevier Ltd
PY - 2017/11
Y1 - 2017/11
N2 - Teacher learning should be regarded as a complex life-long process, one that may be best understood as interwoven with the life-long process of identity development. Using concepts like figured worlds, histories-in-person, cultural artifacts, and conceptual/procedural identity (Holland, Lachiotte, Skinner, & Cain, 1998), this paper explores one secondary teacher's shifting from traditional methods of English teaching to a workshop approach. As the teacher perceived the figured nature of dominant narratives about schooling alongside his own history-in-person, emerging tensions became productive spaces. This paper concludes with implications about the usefulness of identity theories to examine and facilitate teacher learning over time.
AB - Teacher learning should be regarded as a complex life-long process, one that may be best understood as interwoven with the life-long process of identity development. Using concepts like figured worlds, histories-in-person, cultural artifacts, and conceptual/procedural identity (Holland, Lachiotte, Skinner, & Cain, 1998), this paper explores one secondary teacher's shifting from traditional methods of English teaching to a workshop approach. As the teacher perceived the figured nature of dominant narratives about schooling alongside his own history-in-person, emerging tensions became productive spaces. This paper concludes with implications about the usefulness of identity theories to examine and facilitate teacher learning over time.
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U2 - 10.1016/j.tate.2017.09.008
DO - 10.1016/j.tate.2017.09.008
M3 - Article
AN - SCOPUS:85032655464
SN - 0742-051X
VL - 68
SP - 190
EP - 199
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
ER -