Teacher identity: crossing the technical-rationalist and affective divide

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

The authors argue for a professional education of teachers which adopts a strong social justice agenda, and that takes seriously both the technical-rationalist and affective components of teacher identity. While a rational approach to teacher education privileges student teachers' content and pedagogical knowledge development, an affective approach prioritizes the necessary influence of (student) teachers' identities and emotional capacities on practice. However, one without the other limits the possibilities for doing critical and social justice education. Instead, the authors argue for a holistic approach in which student teachers consider how the messiness of working across disciplinary content knowledge, communities of practice, critical engagement, and diverse identities in socio-cultural context might actually provide a strong foundation for developing critical, responsive educational experiences.

Original languageEnglish
Title of host publicationInternational Encyclopedia of Education (Fourth Edition)
EditorsRobert J. Tierney, Fazal Rizvi, Kadriye Ercikan
Place of PublicationAmsterdam
Pages346-355
Number of pages10
Edition4th
ISBN (Electronic)9780128186299
DOIs
Publication statusPublished - 31 Jan 2023

Keywords

  • teacher identity
  • teacher education
  • professional identity
  • social justice education

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