More on teacher identity

I’ve just read White and Ding’s article (forthcoming) and it ‘fits’ well with my thinking.

My reading of a little (very little) of the literature on T identity (mostly in relation to lang learning) suggests that identity is multiple, contextual and socially constructed.  In the grid that I outlined with possible questions linked back to theory (Dec 07) I posited two things that relate to W&D’s article, both which I put under the ‘identity as multiple’ heading.

One is the teacher as learner. W&D’s study highlights ‘teacher self and teacher identity as the core of teacher learning, shaping and shaped by the actions teachers take, their dialogue and reflections’ p 14

a)      This is personal for me. I really feel like I am still learning to teach even though I’ve been doing it for 25 years! I’m learning about teaching and learning about myself – and while some of this is part of the maturity process : ), a large part I think is about me being happy to see myself as a learner. Not just as a teacher, but in my own personal growth  – spiritually and mentally, I see myself as learner. Hence the title of this blog, which leapfrogged off my Learning Curve blog, which is to do with what I learn about using technology as part of pedagogy.

b)      In relation to technology. Some of this is to do with the situation/context of using new technology – there is always something new to be learnt. And maybe technology is the context that is teaching me about what it means to be a real learner – feelings of helplessness and inadequacy and being out of control of what is happening (which for me feels very risky). Maybe this then relates to my classroom practice in general in that I am able to let go of the control à freeing me up to a more S-centred paradigm. Maybe?

c)       Also in using technology with my students (same as above) they often know more than me so there is a role switch – they can teach me stuff. Of course, my pride drives me on to learn, because I like to be the ‘one who knows’.

So if I feel like that, do other teachers? Does the use of technology impact on T identity in that they have to create a ‘learner identity’ as a possible self?

And the other area that relates in terms of identity is the way that teachers choose to represent themselves. I was captured by the potential of Simon’s ‘image-text’ 1995 – and wonder to what degree Ts can control their image-text in an online environment. If self-revelation is a good thing (Richards 2006) then online environments offer Ss a more varied image-text of the T, which could be a good or bad thing. For eg. Ss can read Karen’s Blog (very much for Ss) and get to know me. My choices of what I include here are often quite deliberate in terms of how I want students to see me. Podcasting about myself, my family and my experiences is also part of my image-text, with a varying degree of linking to my in class f2f self.

Of course in class, f2f, I create my own ‘teacher identity’ or image-text. For eg. Do I identify myself as a rugby supporter or hater (2007 World cup made me think about this – it depended very much on the interest of students in my various classes). If I use examples of my own experiences of culture shock in talking about it with students – does this support their learning? How important is the affective atmosphere in the classroom? Am I trying to identify with my students or enable talk to happen because of shared experiences? Is my being a parent something that kickstarts conversation with other parents in my classes? Certainly, with more mature students in 2007, I found myself invoking my own kids a lot more as it elicited interest. Is there literature about this? And then of course, not everything that goes towards my image in class is deliberate on my part.

And the ‘image-text’ I think I am creating is not the same as the image-text that students have of me. Yesterday I got an email from a student which included the lines ‘Dear Karen, I am glad to be in your class because I heard you are hardworking and interesting’ Of course, I lap up such bouquets to my professional identity, but we don’t hear much about the negative images that Ss create of us, incidental to what I do or don’t do sometimes!

I guess that the good part is that I am thinking about these things - but how to relate them to what I want to actually do?! What are my research questions EXACTLY?

Next step: After reading W&D’s article, I need to spend time thinking about my ideal teacher self and to what degree it impinges on what I do in the classroom, particularly with technology. And how easy is it to access information about other people’s teacher selves and teacher identity as W&D have done? Is it possible in the context of a PhD study?