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Conceptualizing Teacher Identity as a Complex Dynamic System: The Inner Dynamics of Transformations During a Practicum
University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.ORCID iD: 0000-0001-7789-9032
2016 (English)In: Journal of Teacher Education, ISSN 0022-4871, E-ISSN 1552-7816, Vol. 67, no 4, 291-305 p.Article in journal (Refereed) PublishedText
Abstract [en]

Currently, the inner dynamics of teacher identity transformations remain a “black box.” Conceptualizing preservice teacher identity as a complex dynamic system, and the notion of “being someone who teaches” in dialogical terms as involving shifts between different teacher voices, the study investigates the dynamical processes at play when transitions between identities occur. Using a single-case design, and drawing on intra- and inter-personal data collected across three timescales, the identity transformations of a preservice teacher during a practicum are examined as a process in motion. The study offers a systemic account of the participant’s teacher identity experiences, analyses revealing oscillations between two identity positions and a pattern of multi-stability. It is suggested that complexity approaches can be valuably used in mentoring processes to help students make sense of identity transformations and the conditions under which they occur. In the longer term, support of this kind can have a positive impact on teacher retention.

Place, publisher, year, edition, pages
Sage Publications, 2016. Vol. 67, no 4, 291-305 p.
Keyword [en]
Case study, discourse analysis, English teacher education, identity, preservice teacher education, complex dynamic systems
National Category
Pedagogical Work
Research subject
SOCIAL SCIENCE, Educational science
URN: urn:nbn:se:hv:diva-9679DOI: 10.1177/0022487116655382ISI: 000383202000005ScopusID: 2-s2.0-84983027512OAI: diva2:1057038
Available from: 2016-12-16 Created: 2016-08-10 Last updated: 2017-01-03Bibliographically approved

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Henry, Alastair
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