The Impact of Teacher Learner Identity on Teacher Professional Identity

• In Event: Sheraton Roundtable Session 17
  In Roundtable Session: Race, Politics, and Teacher Identity: Reflecting on Professional Learning and Practice

Abstract

The lens of identity is used here to analyze teachers’ narratives about their learning experiences. Avraamidou (2014) reminds us of the critical importance of learning in the development of identity. She notes “teacher learning and development are viewed as a process of identity construction through social participation” (Avraamidou, 2014, p. 825). Likewise, Clandinin et al (2009) suggests that thinking about teacher’s identity as a narrative draws on both personal knowledge and experiences. As such teachers’ stories of themselves as learners have provided an important perspective on their current identities as science teachers.

Data was collected through semi-structured, narrative interviews with in-service teachers. Data was analyzed through an emergent, open-coding system. Analysis sought to find a relationship between teachers identities as learners, definitions of good science teaching practice – typically described through teachers’ own transformed practice – and their expectations of their students as learners. While the expected dichotomy of the value of teaching skills versus content to students emerged, the reasons for pedagogical choices extended beyond issues of accountability to standards and into personal histories and experiences and transformative encounters as learners either in their college classrooms or professional development trainings.
Though there is much current literature on teacher professional identity (Katz, et al, 2013; Lopes & Pereira, 2012; Thomas & Beauchamp, 2011; Yerrick & Beatty-Adler, 2011), this research does not examine the role of teachers’ learner identity on the development of professional identity. Our data, however, reveals that the way in which teachers perceive themselves as learners plays a critical role in their pedagogical practice as well as their expectations of students.

Specifically we found that teachers’ professional identity is informed by their experiences as learners and their understanding of those experiences, and determines a continuum of student expectations and pedagogical practices. I argue that some teachers who participated in the research study, after careful consideration of their own learning experiences and reflection on informal learning experiences, developed a teacher identity and strong pedagogic ideology which is reflected in their practice regardless of their perception of their students. The pedagogic strategies these teachers have developed often contrasted to how they were taught, and embraced “informal” learning methods. Other teachers, who were less reflexive about their own learning experiences, revealed a deficit view of students and allowed their perception of students to determine their pedagogy. I suggest that these teachers, using their own arguably under-examined experiences as students, compare themselves to their students and adjust their expectations accordingly. Rather than espouse a particular teacher identity stance or pedagogic ideology, their strategies are determined by a typically deficit view of their students abilities and support structure. This suggests the importance of reflecting on teachers’ learner identities and the processes and social factors such as race, class and gender that contributed to the formation of these identities.

Author

• Susan McCullough, City College of New York