Session Information
01 SES 17 C, Research on Teacher Identity
Paper Session
Contribution
In this paper I will discusses the question of identity within an island community and the potential impact this may have on a person’s professional identity, and the implications around this in relation to professional learning and networking for remote, rural and specifically island based teachers. Using Biesta’s three educational domains of qualification, socialisation and subjectification as a lens, what are the professional learning needs of teachers in remote, island communities, and what are the opportunities to the members and their school communities. In an increasingly digital age, there are still limitations for those in less digitally connected rural areas to take part in national professional learning opportunities, along with whether there is a desire to do so, leaving the question of what is the nature of professional development for island communities, the influencing factors, and the ultimate question of whose needs should a teacher’s professional learning serve? Identity is simply the story we tell about ourselves and Identity is not something one has, but something that develops during one’s whole life and, as such, is an ongoing process of interpretation and re-interpretation of experiences.It is important to recognise that professional identity is formed by an interplay of different spheres of life, including those outside work and education, and that some of these spheres play a bigger part depending on the time and situation. The notion of identity can be used as an analytic tool in determining how, what or where you place yourself in relation to others in a particular context or sphere, in this case, in an island community as a teacher. Thus, tradition influences the way in which teachers act day to day, the way in which professional learning is approached, and the conditions that are needed to suppor and improve professional learning and development for those working in the margins of Europe. The challenge, for all of us who work, research and stand up for those in the island communities is how to enable apprpriate professional learning, that is cognisant of current policy, but in which recognises and celebrates our unique heritage, opportunities and challenges.
Method
Using a constructivist (Charmazian) grounded theory framework, this research examined the perceptions and attitudes towards professional learning, and seek to identify what influence this may have on professional identity and classroom practice. This work analysed the literature relating to Charmazian grounded theory, discussed how this research was conducted, and examine the researcher’s positionality within the subject area. Through the research, a number of themes emerge from the data and are discussed, including newly qualified teachers’ (NQT’s) perceptions of professional learning, the importance of relationships, and what influences professional identity. Through the research methods of focus group and interviews, this papers looks to challenge the practice of a mandated professional learning generally, and those in remote rural areas specifically.
Expected Outcomes
The recommendation from this research is that there needs to be a shift in understanding and promotion of professional learning in remote rural schools, and island schools in particular. Drawing together, the implications of professional development on the islands is that there are many factors that should be considered when deciding what professional development is needed, by whom for whom? Professional development is linked to the situation of those on islands; it is not only about one person’s needs but the island’s, being community ready first and ready to support community sustainability through personal professional development. In return, communities support their teachers, providing greater diversity of opportunities for professional and personal growth. The establishment of the Erasmus Island Schools Network across the European nations with island schools is an extension of this, connecting islands, connecting teachers, connecting professional learning. The question now is around the policy context in which professional learning is currently dictated to occur centrally, to one that recognises the situational contexts for the teachers on the margins, and to reconsider what the conditions and practices are needed there, in those places, for effective and relevant professional learning and development to take place.
References
Birks, M. and Mills, J., 2015. Grounded theory: A practical guide. Sage. Bryant, A., 2021. Continual Permutations of Misunderstanding: The curious incidents of the grounded theory method. Qualitative Inquiry, 27(3-4), pp. 397-411. Charmaz, K., 2006. Constructing Grounded Theory. London: Sage. Slay, H.S, and D.A. Smith. 2011. “Professional identity construction: Using narrative to understand the negotiation of professional and stigmatized cultural identities.” Human relations 64 (1): 85-107. NystrOm, S. 2009. Becoming a professional. Linkoping: Linkoping University. Larsen, E, and J Allen. 2021. Teachers as Professional Learners. Palgrave Macmillan Lasky, S. 2005. “ A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform.” Teaching and teacher education 21 (8): 899-916. White, S, and J. Kline. 2012. “Developing a rural teacher education curriculum package.” The Rural Educator 33 (2): 36-43. Echazarra, A, and T Radinger. 2019. Learning in Rural Schools: Insights from PISA, TALIS and the Literature. . OECD Education Working Papers, No. 196. , OECD Publishing. Downes, N, and P Roberts. 2018. “ Revisiting the schoolhouse: A literature review on staffing rural, remote and isolated schools in Australia 2004-2016.” Australian and International Journal of Rural Education 1. Brown, J, C McLennan, D Mercieca, D. P Mercieca, D. P. Robertson, and E. Valentine. 2021. “Technology as thirdspace: teachers in Scottish schools engaging with and being challenged by digital technology in first COVID-19 lockdown.” Education Sciences 11 (3): 136-`52. Hunt-Barron, S., K.N Tracy, E Howell, and R., Kaminski. 2015. “Obstacles to enhancing professional development with digital tools in rural landscapes.” Journal of Research in Rural Education 30 (2). Quinn, F, J Charteris, R Adlington, N Rizk, P Fletcher, and M., Parkes. 2020. “ The potential of online technologies in meeting PLD needs of rural teachers.” Asia-Pacific Journal of Teacher Education. Hunt-Barron, S., K.N Tracy, E Howell, and R., Kaminski. 2015. Obstacles to enhancing professional development with digital tools in rural landscapes. p. 11 Orr, D. 2013. “Place and pedagogy .” The NAMTA Journal, 38 (1): 183–188. p.184 Lavina, L. 2020. “Identity and place-based teacher identities: what connects across diverse personal and professional landscapes?” Journal of Early Childhood Teacher Education 41 (3): 241-261. p.242.
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