Establishing a Conceptual Framework: Understanding Teacher Identity Through a Collaborative Autoethnography

• In Event: Preservice and In-Service Teachers' Identities and Development

Abstract

Teacher identity is widely considered a complex issue (Beijaard, 2019), and conceptualizing a teacher identity framework work is challenging. This study explores how an existing teacher identity framework (Yang & Tochon, impress) is conceptualized. Miles, Huberman, and Saldana’s (2020) understanding of conceptual framework was used as the theoretical foundation. Collaborative autoethnography (Chang et al., 2013) was the methodology, and thematic analysis was the analytic method. The finding reinforces the importance of jumping out of a binary view. It argues that teacher identity cannot be formed and developed as expected, and it should be unfolded with its premises and specific features. The finding also encourages researchers to understand teacher identity from multiple angles and establish critical and valid connections.

Authors

• Nuoyi Yang, University of Wisconsin - Madison

• Francois Victor Tochon, University of Wisconsin - Madison