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Social Geographies of Preservice and Early Career Teachers: Mapping Networks and Teacher Identity Development from Credential to Classroom.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Social Geographies of Preservice and Early Career Teachers: Mapping Networks and Teacher Identity Development from Credential to Classroom./
Author:	Bjorklund, Peter.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	369 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-02, Section: A.
Contained By:	Dissertations Abstracts International83-02A.
Subject:	Teacher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28541023
ISBN:	9798516957338

Social Geographies of Preservice and Early Career Teachers: Mapping Networks and Teacher Identity Development from Credential to Classroom.
Bjorklund, Peter.

Social Geographies of Preservice and Early Career Teachers: Mapping Networks and Teacher Identity Development from Credential to Classroom. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 369 p.

Source: Dissertations Abstracts International, Volume: 83-02, Section: A.

Thesis (Ph.D.)--University of California, San Diego, 2021.

This item is not available from ProQuest Dissertations & Theses.

In the past few decades teacher identity has received increased attention in the research literature. Teacher identity is the foundation on which teachers build their practice and how they interact in the classroom. Moreover, it is a potential avenue to an increased sense of agency, professionalism, and resilience. Despite the growing breadth of literature there are gaps in the literature, specifically that identity formation is an inherently relational process; yet little scholarship has explored this idea using a framework that privileges relationships. Moreover, few scholars have used identity theory to explore teacher identity. In this dissertation I explored the how novice teachers develop their teacher identity from credential to classroom using social network theory and identity theory. Some salient findings across the chapters were that participants set social boundaries between themselves and others to define their teacher identity; participants' teacher identity both shaped and was shaped by their social networks; social justice teacher identity was strongly influenced by the teacher education program, but seemed to be less salient once participants entered the classroom; participants' acknowledged feeling their teacher identity constrained by being a novice teacher, but they were optimistic about becoming the teacher they wanted to become; and lastly, sense of belonging and value consonance played a role in teacher identity formation for participants.

ISBN: 9798516957338Subjects--Topical Terms:

3172312
Teacher education.
Subjects--Index Terms:

Early career teachers

Social Geographies of Preservice and Early Career Teachers: Mapping Networks and Teacher Identity Development from Credential to Classroom.
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245 1 0 $a Social Geographies of Preservice and Early Career Teachers: Mapping Networks and Teacher Identity Development from Credential to Classroom.
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300 $a 369 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-02, Section: A.
500 $a Advisor: Daly, Alan J.
502 $a Thesis (Ph.D.)--University of California, San Diego, 2021.
506 $a This item is not available from ProQuest Dissertations & Theses.
506 $a This item must not be sold to any third party vendors.
520 $a In the past few decades teacher identity has received increased attention in the research literature. Teacher identity is the foundation on which teachers build their practice and how they interact in the classroom. Moreover, it is a potential avenue to an increased sense of agency, professionalism, and resilience. Despite the growing breadth of literature there are gaps in the literature, specifically that identity formation is an inherently relational process; yet little scholarship has explored this idea using a framework that privileges relationships. Moreover, few scholars have used identity theory to explore teacher identity. In this dissertation I explored the how novice teachers develop their teacher identity from credential to classroom using social network theory and identity theory. Some salient findings across the chapters were that participants set social boundaries between themselves and others to define their teacher identity; participants' teacher identity both shaped and was shaped by their social networks; social justice teacher identity was strongly influenced by the teacher education program, but seemed to be less salient once participants entered the classroom; participants' acknowledged feeling their teacher identity constrained by being a novice teacher, but they were optimistic about becoming the teacher they wanted to become; and lastly, sense of belonging and value consonance played a role in teacher identity formation for participants.
590 $a School code: 0033.
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650 4 $a Teaching. $3 517098
650 4 $a Social support. $2 lcstt $3 3267467
650 4 $a Learning. $3 516521
650 4 $a Mentoring programs. $3 3680716
650 4 $a Beginning teachers. $3 3562297
653 $a Early career teachers
653 $a Identity theory
653 $a Preservice teachers
653 $a Social network theory
653 $a Teacher identity
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