Content uploaded by Karen Goodnough
Author content
All content in this area was uploaded by Karen Goodnough on Apr 29, 2016
Content may be subject to copyright.
A preview of the PDF is not available
The role of action research in transforming teacher identity: Modes of belonging and ecological perspectives
Abstract
While teacher identity has been conceptualized in different ways, research in teacher education has shown that the development of self‐understanding about being a teacher is critical to learning how to teach and can be shaped in multiple ways. Etienne Wenger argues that the formation of communities of practice is influenced strongly by the negotiation of identity and thus, to understand learning in relation to identity formation and communities of practice, three modes of belonging should be considered. Using data from a three‐year action research project, the author examines how modes of belonging (engagement, alignment, and imagination) were enacted in teacher‐centred action research communities of practice. As well, an ecological perspective is adopted to provide insight into how teachers' identities are formed and reformed in the context of teacher‐centred action research.
... There are three research foci regarding EFL teachers' professional identity and its influencing factors. The first concerns such internal factors as stages of career development (Steffy, 1989;Xu, 2014;Pennington, 2015), attitude about research (Williams and Coles, 2007;Livingston, 2016), engagement in the community (Goodnough, 2010;Yuan and Burns, 2017), and emotion toward research (Li and Liu, 2021). The second concerns external factors related to identity, such as teaching reform (He and Lin, 2013;Aderet-German et al., 2019;Jiang, 2022). ...
... Moreover, in terms of the function of the U-S community, some studies have shown that U-S communities could facilitate teachers' identity construction. For example, some scholars uncovered the ongoing research identity development of how "practitioners" become "researchers" through action research with active engagement or exploration that sheds light on specific teaching practices (Allwright, 2003;Goodnough, 2010;Hanks, 2014Hanks, , 2019Yuan and Burns, 2017;Schutz and Hoffman, 2017: 9). Meanwhile, other research works have shown that community might constrain teachers' identity formation, for power differentials might reduce their status to mere "participants" (Chan and Clarke, 2014) and cause tensions or conflicts in the community (He and Lin, 2013;Yan and Yang, 2017). ...
... The idea of a research-oriented U-S community (Yuan and Burns, 2017) is not innovative, and the reformbased U-S community is seldom treated as a context for teachers' development (He and Lin, 2013;Han, 2021), whereas few studies reflect the ongoing research identity construction. Akin to EFL teachers' identity construction from practitioner to researcher (Goodnough, 2010;Schutz and Hoffman, 2017: 9;Yuan and Burns, 2017), our findings related to school teachers' research identity formation portray a clear trend of teachers' becoming researchers (as shown in Figure 2). It seems that school teachers gradually understand the philosophy of the reform and realize the importance and benefits of participating in a reform. ...
Despite a relatively large number of studies on teachers’ identity development in the University-School community, few studies have explicitly focused on school EFL teachers’ research identity construction. This study adopts the Activity Theory and examines three English as a foreign language (EFL) teachers from three middle schools in a University–School community in China. It investigates how three teachers constructed their research identity and what factors influenced the construction of their identities within the University–School activity system from the dual perspectives of the school and university teachers. Data are collected through semi-structured narrative interviews, triangulated by documents such as meeting minutes, and then analyzed by NVivo 12. The findings of this study show that (1) the University–School collaborative program helps form a University–School community of both teaching and research; (2) in this community, school EFL teachers continuously construct their identities in a spiral process of “practitioner” and “researcher”; (3) it highlights the internal factors containing the research experience and the stage of career and the external factors including the curriculum reform context and the communication in the community. The findings carry important implications for school EFL teachers’ research identity construction and professional development in the University–School cooperation.
... Teacher identity construction has become a heated topic in teacher education (Yazan 2018) due to its overarching presence across most of the areas of educational functioning (Gee 2000), and comes to (re)shape teachers' sense-making of themselves as professionals (Beauchamp and Thomas 2009). In this vein, recent scholarship has shown that teachers' engagement in AR can influence their identity construction by setting the ground for adopting the dual role of teacher-researcher, which comes to form the dynamic and emergent nature of their developing identities (Burns 2019;Trent 2010), navigating their institutionally-defined identities (Nazari 2021;Goodnough 2010), and agentively taking the initiative to act in accordance with their pre-selected plans (Edwards and Burns 2016). In this regard, Goodnough (2010) reported that the teachers participating in an AR project gradually developed more agency in their practice and "positioned themselves as creators of knowledge . . . ...
... In this vein, recent scholarship has shown that teachers' engagement in AR can influence their identity construction by setting the ground for adopting the dual role of teacher-researcher, which comes to form the dynamic and emergent nature of their developing identities (Burns 2019;Trent 2010), navigating their institutionally-defined identities (Nazari 2021;Goodnough 2010), and agentively taking the initiative to act in accordance with their pre-selected plans (Edwards and Burns 2016). In this regard, Goodnough (2010) reported that the teachers participating in an AR project gradually developed more agency in their practice and "positioned themselves as creators of knowledge . . . and developed a new view of themselves as teachers" (179). ...
... However, one significant factor that seems to be missing among the previous studies is examining how teachers' profile could mediate their AR engagement. Such a profile is important as AR does not seem to mediate teachers' engagement uniformly and teachers are likely to go through personalised understandings that are unique to them (Crichton, Valdera Gil, and Hadfield 2021;Goodnough 2010;Trent 2010). ...
While research on teacher identities has received a surge of attention in the past decades, there is a need for further exploring how teachers’ professional profiles contributes to their engagement in action research. To this end, the current action research-oriented study explored two novice and two experienced language teachers’ identities across the four main stages of action research, namely Plan, Act, Observe, and Reflect. For this purpose, we collected data via semi-structured interviews, reflective journals, and classroom observations. Data analyses indicated that the teachers’ identity construction was largely featured by similarities than differences, as Plan (similar predicaments, different confidence); Act (struggling differently, exulting similarly); Observe (similar emotions, similar recognition); and Reflect (similar trajectories, different reflectivity). In addition, the study argues that while experience influences teacher-researchers’ initial AR steps, novice and experienced teachers undergo similar trajectories in constructing their identities over the course of implementing their plans.
... Jafnframt sé mikilvaegt að niðurstöður starfendarannsókna séu nýttar til þróunar fagmennsku, frekar en til að verjast breytingum sem eiga sér stað í samfélaginu eða standa vörð um gamlar hefðir. Fjölmargar rannsóknir hafa sýnt fram á mikilvaegi ígrundunar og samtals við samstarfsfólk og rannsakendur þegar unnið er að starfsþróun (Ado, 2013;Ainscow o.fl., 2004;Gillberg, 2011;Goodnough, 2010;Walton, 2011;Webb og Scoular, 2013) auk þess sem teymisvinna hefur nýst vel í slíkum verkefnum (Araújo, 2012). ...
... Þetta er í takt við það sem fjölmargar rannsóknir hafa sýnt fram á, þ.e. mikilvaegi ígrundunar og samtals við samstarfsfólk og rannsakendur þegar unnið er að starfsþróun (Ado, 2013;Ainscow o.fl., 2004;Araújo, 2012;Gillberg, 2011;Goodnough, 2010;Walton, 2011;Webb og Scoular, 2013). Jafnframt var einn ávinningur rannsóknarinnar að baeta við sig þekkingu í samstarfi við aðra. ...
Starfendarannsóknir eru rannsóknir sem gjarnan eru gerðar af starfandi kennurum og stundum í samstarfi við utanaðkomandi aðila. Markmiðið er að breyta og bæta starf og starfshætti og hefur nálgunin reynst vel fyrir starfsþróun kennara. Í þessari rannsókn unnu sjö leikskólakennarar að eigin starfsþróun í nánu samstarfi við einn háskólakennara. Í greininni er gerð grein fyrir ávinningi og áskorunum sem þátttakendur upplifðu í gegnum ferli starfendarannsóknarinnar. Niðurstöðurnar sýna að leikskólakennurunum fannst ferlið hafa haft jákvæð áhrif á starfsþróun þeirra, á starfið í leikskólanum og á nám og velferð barnanna. Helstu áskoranir tengdust tímaskorti, óvissu um rannsóknarferlið og hvernig væri hægt að hafa áhrif á starfið í leikskólanum í heild. Samstarf við háskólakennara var talið lykilatriði fyrir velgengni í rannsóknarferlinu, auk samstarfs kennara innan leikskólans.
... This is of particular importance given the attention that has been paid to PD (and more specifically collaborative PD strategies) as a vehicle through which instructional quality and ruralurban achievement gaps might be improved (Clarke et al., 2003;Cochran-Smith & Lytle, 2009). In addition to professional isolation, many rural divisions experience a lack of staff to support PD efforts in rural contexts, such as coaches, consultants, and substitute teachers for teacher release (Glover, Nugent, Chumney, Ihlo, Shapiro, Guard, Koziol & Bovaird, 2016). This can lead to insufficient internal capacity in rural districts for leading and supporting PD initiatives from within. ...
... Addressing what has been described as a need for research on rural teachers' professional learning and ways of supporting such learning (Glover et al., 2016;Peterson, 2012;Peterson, McIntyre, & Glaés-Coutts, 2018), this article reports on a rural teacher PD model that used TDCAR to support teacher professional growth (in the area of mathematics instruction and student numeracy) across geographically distanced schools in a southern Manitoba school division (equivalent to school districts in other provinces). The model, which was designed specifically to mitigate local PD challenges and provide collaborative opportunities for numeracy teachers in the division, engaged teachers in what were termed Mini Action Research (MAR) projects. ...
Through a single-case study design, the research study described in this article examined one rural Canadian school division’s use of teacher-directed collaborative action research as a mediating tool for teacher learning within a professional development (PD) initiative known as the Numeracy Cohort. The PD initiative brought together a dozen K-12 teachers from across a very small (but geographically distanced) school division in Manitoba, Canada. In addition to learning about several strategies for teaching mathematics and improving student numeracy skills, the teachers in the Numeracy Cohort engaged in collaborative action research projects, designing materials and implementing new strategies in their unique, often multi-grade, rural classrooms. In addition to the changes and improvements noticed by teachers through their collaborative action research, findings from the study illustrated several strengths of teacher-directed collaborative action research, including the autonomy it afforded teachers to engage in work directly related to their classroom contexts, its ability to foster collaboration between colleagues, and its ability to build connections across schools within a diverse rural context. Findings from the study also suggested that consideration should be given to both ways of supporting the action research process, and the complexities of leadership in rural settings if teacher-directed collaborative action research is to be used as a mediating tool for learning.
... Teachers and students, both as subjects of cognitive and practical human services, are also subjects of objects of services. The social relations formed between the subject of research as a cognitive and practical person, and the university student as the subject of the object of research with each other are the social relations between the subjects of research, and the subject established and enhanced in the relations between the subjects of teachers is the inter-subjectivity of teachers(Goodnough, 2010). A teaching process is an act of bilateral activity, which refers to the process of interaction between teacher and student subjects to achieve information communication and emotional interaction. ...
In physical education activities, the quality of communication between teachers and students directly affects the effectiveness of physical education on campus, the reasonable comprehension of knowledge and skills, and the cultivation of students' moral character. The old norm prevailing in Chinese campus physical education is that teachers lack effective communication with each other and students "passively accept"; the physical education classroom is confined to the traditional "indoctrination theory" and operational skills, and is subject to one-way indoctrination and lack of interactive classroom. The formalism in communication is hostage to the teacher's authority, and students' psychological and non-verbal classroom communication is often neglected. Based on the perspective of Habermas's (2001) interaction theory, the study explores the effective path to optimizing the teacher-student relationship: reconstructing the concept of interactive subjectivity, focusing on effective interaction between teachers and students, rethinking the value of teaching interaction , reconstructing the evaluation of teacher-student interaction, and giving more attention to teaching interaction to realize the rational return of teaching interaction. The ideal state of the physical education classroom teaching interaction paradigm should start analyzing the relationship between the interaction subjects, namely teachers and students.
... Araştırmacı öğretmen kimliği ile ilgili mevcut literatürde, araştırmacı öğretmenlerin araştırma yapmaya niye-nasıl yöneldiği, araştırma yapmayı nasıl öğrendiği, araştırma yaparken kimliklerinin nasıl dönüştüğü, yaşadıkları kimlik çatışmaları, araştırmacılıkta geliştikçe kendilerini öğretmenlik mesleği içinde nasıl konumlandırdıkları, bu konumlandırmaların kariyerlerini nasıl etkilediği ve araştırmacılık nedeniyle yaşadıkları kimlik ikilemleri gibi konuların tartışıldığını görüyoruz (Banegas, 2012;Barkhuizen, 2021;Edwards ve Burns, 2016;Jurasaite-Harbison & Rex, 2005;Norton & Early, 2011;Taylor, 2017). Öğretmen kimliğinin oluşmasında eylem araştırmasının rolü (Davis ve ark., 2018;Goodnough, 2010aGoodnough, , 2011Trent, 2010;Yuan & Burns, 2017), uygulayıcı araştırmacı kimliği (Vetter & Russell, 2011) veya öğretmen eğitimcilerinin araştırmacı kimliği (Hökkä ve ark., 2012;Xu, 2014) ile ilgili araştırmaları da bu kapsamda sayabiliriz. ...
The Development Process of the Researcher-Teacher Identity ÖZ Bu araştırmada araştırmacı öğretmen kimliğinin gelişim sürecini gömülü teori yaklaşımıyla ince-ledik. Bu amaçla 21 araştırmacı öğretmenle görüşmeler yaptık ve görüşmelerden elde ettiğimiz verileri analiz ettik. Bulgularımıza göre öğretmenler, öğretmen olmanın araştırmacı olmayı gerek-tirmesi, meslektaşların etkisi, eksiklerini kapatma isteği, öğretmenliğin kariyer hedefi olarak yeter-siz oluşu ve öğrencilerine örnek olmak gibi nedenlerle araştırmacı olmaya yöneliyor. Araştırmacı öğretmen kimliği, işini tam yapmak, daha iyisini yapmak, alanda söz sahibi olmak, meslektaşlarla birlikte gelişmek, öğrencilere rehberlik etmek ve koordinasyon noktasında olmak yönünde geli-şiyor. Araştırmacı öğretmenlerin araştırma süreci, okumak ve araştırmak, sürekli öğrenmek ve araştırmak, uygulamak ile yenilikçi olmak gibi eylemler üzerinden şekilleniyor. Tüm sürecin merke-zinde, bütün kategorilerle ilişkili olan koordinasyon noktasında olmak kategorisinin olduğu görülü-yor. Katılımcıların, başlangıçta kariyer hedefi açısından yetersiz gördükleri öğretmenlik mesleğini, araştırmacı öğretmen kimliğini kullanarak takviye edip geliştirdiğini düşünüyoruz. Buna bağlı ola-rak hem meslektaşlarıyla hem de öğrencileriyle etkileşimlerinde koordinasyon noktasında olmak yoluyla farklı bir öğretmenlik mesleği anlayışı tesis etmeye çalıştıklarını düşünüyoruz. Araştırmacı öğretmen kimliğine sahip öğretmenlerin, literatürde lider öğretmen ya da değişim ajanı olarak adlandırılan öğretmenlere benzediğini öne sürüyoruz. Ayrıca araştırmacı öğretmen kimliğinin gelişiminin, öğretmenlerin failler olarak güç kazanmasını sağladığını öne sürüyoruz. Araştırmacı öğretmenlere okullarda lider, araştırma koordinatörü, öğretmen eğitimcisi gibi roller verilmesini ve öğretmen araştırmalarının araştırma sürecinin gelecekteki çalışmalarla incelenmesini öneriyoruz. Anahtar Kelimeler: Araştırmacı öğretmen, lider öğretmen, sürekli öğrenme, teknoloji kullanımı, uygulayıcı öğretmen, yenilikçi öğretmen ABSTRACT In this study, we examined the development process of the researcher-teacher identity by the grounded theory approach. For this purpose, we interviewed 21 researcher-teachers and analyzed the data we obtained from the interviews. According to our findings, teachers lean to be a researcher due to some reasons such as being a teacher that requires being a researcher, the influence of colleagues , the desire to overcome their deficiencies, the inadequacy of being a teacher as a career goal, and being a role model for their students. The researcher-teacher identity develops in the direction of doing their job properly, doing the job better, being an authority in the field, developing together with the colleagues, guiding students, and being at the point of coordination. The research process of researcher-teachers is shaped by some actions, such as reading and researching, continuous learning and researching, applying and being innovative. It seems that at the center of the whole process, there is the category of being at the point of coordination, which is related to all categories. We think that the participants strengthened and developed the teaching profession, which they initially considered inadequate in terms of a career goal, by using the identity of the researcher-teacher. Consequently, we think that they are trying to establish a different understanding of the teaching profession by being at the point of coordination in their interactions with both their colleagues and students. We suggest that teachers with researcher-teacher identities are similar to teachers called teacher leaders or change agents in the literature. Also, we suggest that the development of the researcher-teacher identity enables teachers to gain power as agents. We suggest that researcher-teachers should be given roles such as leaders, research coordinators, and teacher trainers in schools and that the research process of teacher research should be examined by further studies.
... It is a knowledge building process that repositions teachers as agents rather than objects of reform (Pine, 2009) by decentering the construction of knowledge from the distant expert to the teacher and students in the local context. To engage more teachers in action research requires both teacher training and a shift in teacher identities (Goodnough, 2010) and situated practices (Schutz & Hoffman, 2017). The purpose of this research study is to make action research more accessible and manageable for teachers so that they may contribute meaningfully in the construction and dissemination of research. ...
... Technical assistance providers should consider embedding more systematic evaluations of their professional learning designs, including their impact on educators' knowledge, skills, and dispositions, and on implementation. Moreover, researchers should consider participatory action research designs inherent to many PLCs by partnering with schools to evaluate changes in educator learning, practices, and student outcomes (Goodnough, 2010;Learning Forward, 2011). ...
This article provides a scoping review of the nascent empirical literature on professional learning for MTSS. We used a systematic search strategy to find studies on the impact of professional learning on educator and implementation outcomes. Seventy-nine studies utilizing a variety of designs were included. We found that research most frequently evaluated training and professional learning community focused interventions in elementary schools. We also observed strong alignment between professional learning interventions and the MTSS model studied, research design used, outcomes evaluated, and methodological rigor (e.g., Professional Learning Communities tended to be evaluated using qualitative methods that varied in rigor). Studies evaluated educator knowledge, skills, and dispositions, as well as implementation of the practices that comprise MTSS; however, educator aspirations were rarely evaluated. Moreover, few studies comprehensively evaluated the relations among professional learning and educator knowledge, skills, and dispositions and how those variables interacted to impact implementation. We call for more rigorous research on the impact of professional learning for MTSS and on factors that facilitate and hinder effectiveness.
Through a narrative study of three second-career teachers who started their professional lives as English-as-a-second-language (ESL) teachers and then became Chinese-as-a-second-language (CSL) teachers, we examine how the participants constructed their professional identities across their trans-professional experiences. In this study, we define trans-professional experience as the occupational change when one switches from teaching one subject area to another. This study details how the participants experienced the career transitions from teaching English to Chinese and how their trans-professional experience contributed to their professional growth. Findings from narrative interviews with the participants reveal that the teachers’ second-career identities were constructed through brokering, which involved meaning negotiation when they moved across boundaries of schools, subject areas, and pedagogical systems. This study sheds light on a broader context of career transition and trans-professional practice among second language teachers.
In this book, Janet Alsup reports and theorizes a multi-layered study of teacher identity development. The study, which followed six pre-service English education students, was designed to investigate her hypothesis that forming (or failing to form) a professional identity is central in the process of becoming an effective teacher. This work addresses the intersection of various types of discourse within the process of professional identity development, emphasizes that the intersection of the personal and professional in teacher identity formation is more complex than is acknowledged in typical methods classes, and accents the need for teacher educators to take steps to facilitate such integration. Specific suggestions for methods courses are presented that teacher educators can use as is or adapt to their own contexts. Teacher Identity Discourses: Negotiating Personal and Professional Spaces speaks eloquently to faculty, researchers, and graduate students across the field of teacher education. © 2006 by Lawrence Erlbaum Associates, Inc. All rights reserved.
