Amott, P;
(2018)
Identification – A process of self-knowing realised within narrative practices for education professionals during times of transition.
Professional Development in Education
, 44
pp. 476-491.
10.1080/19415257.2017.1381638.
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Abstract
Identity transformation from teacher to teacher educator is problematic as an ‘expert become novice’. The need for professional development for neophyte teacher educators is accepted. The focus of such professional learning has been on the development of an academic identity and engaging in research; the transition in identity is assumed to follow. This study used an adapted form of Professional Life History which is shown to support their ‘identification’ with the new role. Analysis showed a process of identification within the context of the focused story-telling. The study demonstrates that specific narrative practices can be utilised to support neophyte teacher educators in developing their personal and professional identity as a teacher educator.
| Type: | Article |
|---|---|
| Title: | Identification – A process of self-knowing realised within narrative practices for education professionals during times of transition |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/19415257.2017.1381638 |
| Publisher version: | https://doi.org/10.1080/19415257.2017.1381638 |
| Language: | English |
| Additional information: | © 2017 International Professional Development Association (IPDA). This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Professional identity change, teacher educator identity, professional learning, narrative methods, life history |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10025824 |
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