Identity Formation and the Development of Self in Early Career Teachers

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dc.contributor.authorHale, Kimberly Danielleen
dc.contributor.committeechairBarksdale, Mary Aliceen
dc.contributor.committeememberMagliaro, Susan G.en
dc.contributor.committeememberNiles, Jerome A.en
dc.contributor.committeememberSawyers, Janet K.en
dc.contributor.departmentHuman Developmenten
dc.date.accessioned2014-03-14T20:10:48Zen
dc.date.adate2005-04-26en
dc.date.available2014-03-14T20:10:48Zen
dc.date.issued2005-04-21en
dc.date.rdate2008-04-26en
dc.date.sdate2005-04-25en
dc.description.abstractMany aspects of teaching involve the personal dimension of teaching and yet this dimension is often neglected and overlooked as we prepare teachers and sustain teachers in their work. The personal beliefs, attitudes and emotions of teachers often determine the decisions that teachers make in their classrooms. Increasingly, educational researchers have found that effective teachers are aware of this dimension. The aim of this study was to better understand how teachers' self perceptions and understandings of teaching evolve and change across their professional lives and what events contribute to these understandings. A series of in-depth individual interviews were conducted with six early career public education teachers who were also alumni of the graduate teacher education program at Virginia Tech. Interview data were supplemented with a review of artifacts from preservice teacher education program, visual representations of teacher identity development at various stages over the career of teaching and a timeline of significant events encountered during the teaching career. Results of this research suggest that teachers' understandings of the multiple complexities of teaching deepen within the first years of teaching; teaching is emotional work; and the context of teaching heavily influences teachers' practice of teaching regardless of their beliefs about teaching. Suggestions for university teacher education programs and local school districts are discussed.en
dc.description.degreePh. D.en
dc.identifier.otheretd-04252005-161844en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-04252005-161844/en
dc.identifier.urihttp://hdl.handle.net/10919/27273en
dc.publisherVirginia Techen
dc.relation.haspartkimhaledissertation.pdfen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectpersonal dimension of teachingen
dc.subjectteacher identityen
dc.subjectteacher developmenten
dc.subjectemotions of teachingen
dc.titleIdentity Formation and the Development of Self in Early Career Teachersen
dc.typeDissertationen
thesis.degree.disciplineHuman Developmenten
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.namePh. D.en

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