Identity Change of Teacher Educators Through Core Reflection

• In Event: International Perspectives on the Professional Development of Teacher Educators in Contemporary University Contexts

Abstract

This contribution describes and discusses the particular process of professional identity change in teacher educators that has been established at one university as a result of training in Core Reflection (Authors, 2004).

Theoretical Framework
Core Reflection is an approach to professional identity development that is based on the notion that in a person, several layers play a role to influence behavior. They are summarized in the onion model (Korthagen, 2004) as (1) environment, (2) behavior, (3) competencies, (4) beliefs, (5) identity, and (6) mission.

The core tenet is that harmonious alignment between the layers is the key to effective functioning. Once a connection with the inner layers has been established, more external layers, such as enthusiasm, curiosity, courage, decisiveness, openness, and flexibility are triggered. Following Ofman (2000), we call such qualities core qualities.
Alignment of the layers requires a kind of reflection called Core Reflection (Author, 2004). A variety of empirical studies have shown the impact of Core Reflection on the professional development of teachers (Authors, 2013).

Research Focus and Method
Core Reflection was the basis of a professional development trajectory for teacher educators at the university in question, consisting of several three- or four-day workshops over six years. We investigated the resulting identity development among the faculty, through in-depth interviews based on the following questions:
- Where do they stand in the process of implementing Core Reflection in their teaching practice?
- What is the influence of Core Reflection on their identity development?
We followed a personal-narratives approach to identify the unique perspectives and diversity of how Core Reflection is manifested in the educators’ actual identity development. The categories resulting from a grounded-theory approach were then cross-checked by two independent researchers. Anecdotal evidence from student teachers was additionally used to check and illustrate faculty statements about student learning.

Findings
We found that most interviewees began using Core Reflection by supporting students’ strengths. Over time, they started changing the classroom dynamics, giving students more autonomy and making more personal contact. Identity change manifested itself in many ‘colors.’ Overall, we found an identity change to be characterized by becoming more of a support person for students, more certain amidst uncertainty and ambiguity, more transparent, and—most of all—more authentic. Participants became aware that there need not be a separation between the personal and the professional in their work. Through being consciously aware of their own ideals (level of mission) and core qualities, they were better able to support those in students.
Core Refection helped the teacher educators harmonize their practices with their purpose, passion, and potential as human beings, and thus align the levels of the onion model of personal identity development. This is akin to Palmer (1998, p. 10) who states that good teaching is grounded in an educator’s identity and integrity. As this presentation illustrates, Core Reflection has encouraged teacher educators to continue their professional identity development, self-analysis, and self-renewal so that they can be the best to themselves and one another while also empowering student teachers.

Authors

• Fred A.J. Korthagen, Utrecht University

• William L. Greene, Southern Oregon University

• Younghee M. Kim, Southern Oregon University

• Erin M. Wilder, Southern Oregon University