Chapter 2 Surveying the educational landscape of teachers’ self-directed
2.3 Section B: Towards an understanding of teachers’ fluid identities
Chapter 2 Surveying the educational landscape of teachers’ self-directed learning and change
Chapter 2 Surveying the educational landscape of teachers’ self-directed learning and change
However, Wenger’s (1998) five levels of identity do not address how teachers’
identities are constructed. Who are these teacher-learners? What gave rise to this self? How do they make sense of their lives in the world and in their work as teachers? How are they agents of change? Are they aware of the elements that influence them, having reflected upon both external and internal factors? How do they exercise power in their lives and embrace some ways of being whilst resisting others?
Social identity theory
Social identity theory is a theoretical perspective which addresses group membership and behaviour (Hogg, Terry & White, 1995; Hogg & Terry, 2000). Jenkins (1996, p. 5) provides a definition of social identity as “our understanding of who we are and of who other people are” and explains that, as individuals interact with others they define and redefine themselves, a process that occurs throughout their lives. He adds that the “self” is seen as an ongoing “synthesis of (internal) self-definition and the (external) definitions of one’s self as offered by others” (Jenkins, 1996, p. 20). Social identity theorists believe that “the self is at least partially defined by membership of social groups” (Bornman, 2010, p. 237).
As individuals form memberships with particular groups their identities are being shaped and reshaped. Symbols and representations are also important in the construction of our identities and this is how we signal our identities to others and how we know which group/s to identify with (Woodward, 2000). Britzman (1991) also recognises that that teacher identity is constructed through different complex relationships as teaching involves other people and these various groupings and settings also shape teachers’ identities. As teachers identify particular groups and choose to interact with those groups, this becomes their
“collective identity” which is also referred to as Social identity (Woodward, 2000, p. 10).
Within schools, teachers “develop and sustain multiple, socially derived identities” (Korte, 2007, p. 167).
Woodward (2000) suggests that the way in which teachers position themselves in their social lives and professions gives rise to the various identities that they hold. This theory is important for this study as it suggests that the way teachers view themselves gives rise to
Chapter 2 Surveying the educational landscape of teachers’ self-directed learning and change
them to define and redefine themselves as teacher-learners. Connected to this defining and redefining process are the kinds of people teachers are and their relationship with others (Woodward, 2000).
The teacher-learner
An interesting study conducted by Sikes, Measor and Woods (1985) on teacher identity distinguished three main features of a teacher’s professional identity: “the subjects they teach, their relationship with their learners and their conception of their role” (Sikes et al., 1985). Sikes et al. (1985) found that teachers identify strongly with the subject that they teach and that their identity is shaped by their relationships with colleagues who teach the same subject. They also noted that teachers’ relationships with their learners change over time as the teachers’ life experiences influence these relationships (Sikes et al. 1985). They also claim that a teacher’s role or role conception is influenced by factors such as his or her personal norms and values, and personal experiences as a learner (Sikes et al., 1985).
Nieto (2003) concurs that the “teacher-self” does change over time. Teachers’
identities are shaped by their life experiences. She attributes the changes in her professional life to the experiences she has had“[…] as a teacher, educator, mentor, mother, grandmother, scholar and researcher” (Nieto, 2003, p. 10). Teachers’ professional development and identities have a cyclic effect as one affects the other (Nieto, 2003). Nieto adds that “teachers bring their entire autobiographies to their classrooms: their experience, values, beliefs, attitudes, hang-ups, biases, wishes, dreams, and hopes” (Nieto, 2003, p. 24). Nieto’s point is important for this study when trying to understand the self-directed professional development of teachers; as teachers change, so do their professional needs and the development that they require.
Teachers’ identities are crucial when attempting to understand their learning and change, as they draw on their inner resources when they teach and learn. “Good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher” (Palmer, 1998, p. 10). In his/her quest to become a better teacher, the teacher becomes “an intellectual adventurer” (Palmer, 1998p.10). As “intellectual adventurers”
teachers are passionate about their learning and change and take the initiative to identify
Chapter 2 Surveying the educational landscape of teachers’ self-directed learning and change
various sources for their learning. Teachers who are self-directed aim to develop new skills, knowledge and attitudes in order to improve their practice as teachers (Nieto, 2003).
This section shows that teachers’ identities are fluid and undergo redefinitions and transformations as they interact with different social groupings within their schools. Social identity theory is useful in that it addresses group membership and behaviour since teachers’
identities are to some extent defined by collective membership. Teachers’ professional identities are also influenced by the subjects they teach, the relationships that they establish with their learners and the way they view their roles as teacher-learners. Their identities as teacher-learners are also shaped by their life experiences and goals. When teacher-learners take the responsibility to identify sources for their learning they adopt the identity of
“intellectual adventurer”.
In the next section I will discuss teachers’ learning and change within the context of professional development.
Chapter 2 Surveying the educational landscape of teachers’ self-directed learning and change