Identity and Teacher Professional Development

This book addressed teachers' necessity to be able to respond to the new needs and demands caused by an ever-evolving educational system, as recognized in the national and international policy and research literature. The book proposes an analysis of the features that shape the journey of the teacher profession and professionalism, a journey which needs to be collaborative, agentive and dialogical:

• Collaborative in changing the personal and professional teacher development from an individual and solitude process toward a joint discovery with mutual enrichment and shared directionality;

• Agentive in the ability to activate internal and external resources for an individual, productive and communicative transformation;

• Dialogical in the ability to enrich the personal narrative with the voices of others and opening spaces for dialogue and listening.

The seven chapters are structured in a way that gives flow and pace to the unfolding story of the developing teacher identity and is informed by a whole range of research and literature. This book serves as a reference point for teacher-students, in-service teachers and teacher educators who are interested in their professional development and looking for new perspectives. It also offers some helpful insights for administrators who need to make ICT decisions on course development in teacher education.

Addresses the teacher's role of forming tomorrow's citizens Proposes a wide framework to analyze the journey from becoming a teacher to international professional development Explores what it means to be a teacher in challenging and uncertain times Embraces implications from a global perspective

Autorentext
Maria Antonietta Impedovo, PhD, is Associate Professor at Aix-Marseille University, France. Since 2014, she teaches at School of Education in a master course addressed mainly to teacher-students. Since 2010, she has been actively participating in multiple national and international formative and research projects about teacher professional developing. Her main research interests are cultural and educational psychology. Her current research centres on learning and developing across contexts, technology-mediated learning, and professional developing. About these topics, she has written peer-reviewed papers in Italian, Spanish, French and English.

Klappentext

This book addressed teachers necessity to be able to respond to the new needs and demands caused by an ever-evolving educational system, as recognized in the national and international policy and research literature. The book proposes an analysis of the features that shape the journey of the teacher profession and professionalism, a journey which needs to be collaborative, agentive and dialogical: Collaborative in changing the personal and professional teacher development from an individual and solitude process toward a joint discovery with mutual enrichment and shared directionality; Agentive in the ability to activate internal and external resources for an individual, productive and communicative transformation; Dialogical in the ability to enrich the personal narrative with the voices of others and opening spaces for dialogue and listening. The seven chapters are structured in a way that gives flow and pace to the unfolding story of the developing teacher identity and is informed by a whole range of research and literature. This book serves as a reference point for teacher-students, in-service teachers and teacher educators who are interested in their professional development and looking for new perspectives. It also offers some helpful insights for administrators who need to make ICT decisions on course development in teacher education.

Inhalt

Introduction

Becoming a Teacher: to be a Teacher

Acquiring a Teacher Professional Identity

Circular dynamic between theory to teacher practice

From content to activity

From the research: French journey in teacher training

A focus: From Novice to Expert

The idea in brief: Connection to build new epistemic synthesis

Supporting the Teacher Professional Developing

2.1 Reflective practice

2.2 The e-portfolio as a boundary object

Example of ePortfolios structure in a university course

2.2 The use of the digital video as a reflective tool

The reflexive methods of self-confrontation

2.4 Developing Research - Inquiry Attitude

From the research: Sustainability of the research inquiry skill after one year

A focus: Boundary Object for transformation

The idea in brief: Becoming a diffractive practitioner as more-than-reflective practice

Role of the Personal Resources in Teaching Process

Self-efficacy to mobilize

Self-Regulated Learning to active

Teacher Agency as a dynamic resource

Typology of Agency

Readiness

From the research: Agency after a teacher training

A focus: Contemplative practices in Teacher training

The idea in brief: The personal teacher 'past as professional resources

Role of the Tools and ITC in Teaching Process

Appropriation, Tools and Scripts

The case of the I-Pad

4.2. Socio-materiality in the teaching process

From the research: New social and material appropriation

A focus: The artefact in a socio-cultural approach

The idea in brief:

Role of Collaboration in Teaching Process

Collaboration and Knowledge Building in the classroom

Collaborative Professional Learning

Teacher-Researcher Collaborations as Contexts for Learning

Peer collaboration: Role of the Social Network

From the research: Use of Social Network by teachers in the Global South

A focus: Participative methodology

The idea in brief: Toward Epistemic Collaborative Communities

International and Global Professional Developing

International teacher training

Teacher Educators: toward the next generation of teachers

From the research: An international Blended course for teacher educators

A focus: Blended Learning

The idea in brief: Ethical-critical global pedagogy

Open Perspective

Transformative Interactions with Augmented and Emerging Technology

Knots of new configurations in classroom

Teacher Professional Developing in Posthumanism / Hyperhumanism

The idea in brief: Critical and participative mean-making

Conclusion

References