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Resolving identity dissonance through reflective and reflexive practice in teaching

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Resolving identity dissonance through reflective and reflexive practice in teaching. / Warin, Jo; Maddock, M.; Pell, A.; Hargreaves, L.

In: Reflective Practice, Vol. 7, No. 2, 05.2006, p. 233-245.

Research output: Contribution to journalJournal article

Harvard

Warin, J, Maddock, M, Pell, A & Hargreaves, L 2006, 'Resolving identity dissonance through reflective and reflexive practice in teaching', Reflective Practice, vol. 7, no. 2, pp. 233-245. https://doi.org/10.1080/14623940600688670

APA

Vancouver

Author

Warin, Jo ; Maddock, M. ; Pell, A. ; Hargreaves, L. / Resolving identity dissonance through reflective and reflexive practice in teaching. In: Reflective Practice. 2006 ; Vol. 7, No. 2. pp. 233-245.

Bibtex

@article{f7a80dcc7ac245a3b3c0e16a12a2c8d7,
title = "Resolving identity dissonance through reflective and reflexive practice in teaching",
abstract = "We address the key aim of this special issue through a focus on teachers' self-reflection, in particular the construction and integration of personal and professional identities, drawing on data from two studies. The first is a case study of a male nursery teacher (from a study by Warin) which examines how dissonance is experienced in identities concerning status and gender and how it is resolved through a synthesis of class teaching with fathering. The second harnesses survey data (from the Teacher Status Project) of 'nearly qualified teachers' about to embark on their professional lives, and of practising teachers, in which we focus on their reasons for becoming a teacher, exploring discontinuities between actual and desired teacher identities and the transformations that take place over time. The data from the two studies emphasize the importance of 'technologies of the self' in order to develop teacher self-awareness. We support a shift in interpreting the meaning of reflective practice towards an emphasis on teachers' reflexive practice. We recommend that teachers be given opportunities and strategies for the active creation of expanded narratives of self, and identify examples of how this might be achieved.",
author = "Jo Warin and M. Maddock and A. Pell and L. Hargreaves",
year = "2006",
month = may
doi = "10.1080/14623940600688670",
language = "English",
volume = "7",
pages = "233--245",
journal = "Reflective Practice",
issn = "1462-3943",
publisher = "Taylor and Francis Ltd.",
number = "2",

}

RIS

TY - JOUR

T1 - Resolving identity dissonance through reflective and reflexive practice in teaching

AU - Warin, Jo

AU - Maddock, M.

AU - Pell, A.

AU - Hargreaves, L.

PY - 2006/5

Y1 - 2006/5

N2 - We address the key aim of this special issue through a focus on teachers' self-reflection, in particular the construction and integration of personal and professional identities, drawing on data from two studies. The first is a case study of a male nursery teacher (from a study by Warin) which examines how dissonance is experienced in identities concerning status and gender and how it is resolved through a synthesis of class teaching with fathering. The second harnesses survey data (from the Teacher Status Project) of 'nearly qualified teachers' about to embark on their professional lives, and of practising teachers, in which we focus on their reasons for becoming a teacher, exploring discontinuities between actual and desired teacher identities and the transformations that take place over time. The data from the two studies emphasize the importance of 'technologies of the self' in order to develop teacher self-awareness. We support a shift in interpreting the meaning of reflective practice towards an emphasis on teachers' reflexive practice. We recommend that teachers be given opportunities and strategies for the active creation of expanded narratives of self, and identify examples of how this might be achieved.

AB - We address the key aim of this special issue through a focus on teachers' self-reflection, in particular the construction and integration of personal and professional identities, drawing on data from two studies. The first is a case study of a male nursery teacher (from a study by Warin) which examines how dissonance is experienced in identities concerning status and gender and how it is resolved through a synthesis of class teaching with fathering. The second harnesses survey data (from the Teacher Status Project) of 'nearly qualified teachers' about to embark on their professional lives, and of practising teachers, in which we focus on their reasons for becoming a teacher, exploring discontinuities between actual and desired teacher identities and the transformations that take place over time. The data from the two studies emphasize the importance of 'technologies of the self' in order to develop teacher self-awareness. We support a shift in interpreting the meaning of reflective practice towards an emphasis on teachers' reflexive practice. We recommend that teachers be given opportunities and strategies for the active creation of expanded narratives of self, and identify examples of how this might be achieved.

U2 - 10.1080/14623940600688670

DO - 10.1080/14623940600688670

M3 - Journal article

VL - 7

SP - 233

EP - 245

JO - Reflective Practice

JF - Reflective Practice

SN - 1462-3943

IS - 2

ER -