Developing a Professional Identity in a Global Society
Date
2019-10-28
Authors
Oesteich, Jo Beth
Fite, Kathleen E.
Journal Title
Journal ISSN
Volume Title
Publisher
Middle Tennessee State University
Abstract
For decades, teacher attrition continues as a global concern; more teachers leave the profession than enter, especially among beginning teachers (Dassa & Derose, 2017). Research targeting the development of teacher identity describes how it transacts with teacher retention, motivation, and learning in diverse cultural and social contexts. These findings provide insight regarding successful pedagogical practices (Schutz, Hong, & Cross-Frances, 2018; Anspal, Eisenchmide, & Lofstrom, 2011).
Developing a professional identity as a teacher is a dynamic, complex, and ongoing process (Chang-Kredl & Kingsley, 2014; Ivanova & Skara-Minecāne, 2016). In teacher preparation programs, preservice students facilitate the development of their professional identity by focusing on why they want to become a teacher, why they think they will be effective, and how they can cultivate a culturally responsive classroom for their students (Muhammad, 2017).
Pre-service teachers facilitate a social, cultural, and global identity as they prepare children of diverse backgrounds as well as native learners to explore their roles in the macro and global societies (Lerseth, 2013; Chong, Ling, & Chuan, 2011). Additionally, preservice teacher candidates develop a geographic identity as they learn about the homelands of their students. This is important because this history shapes the identities of children and their families. Thus, in developing a professional identity, because teachers take the time to know themselves and their motivations, they become better able to frame the learning of their diverse students to meet the challenges of the global community.
Description
Keywords
teacher attrition, teachers, teacher retention, Curriclum and Instruction
Citation
Oestreich, J. B., & Fite, K. (2019). Developing a professional identity in a global society. International Journal of the Whole Child, 4(2), pp. 43-52.
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This work is licensed under a Creative Commons Attribution 4.0 International License.