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Zen and the art of classroom identity formation

  • Elizabeth Lowry
  • Arizona State University
Research Output:
Contribution to journal
Article
 Peer-review

Open access

Abstract

This essay is an exploration of teacher identity and the discomfort that arises from the notion of the ‘professional self’ and the ‘personal self.’ Drawing on a range of scholarship that discusses the complexities of teacher‐identity construction, I consider how institutional hierarchies, Enlightenment‐era thought, and student perception affect our self‐construction in the classroom. Too often teachers try to live up to contradictory cultural ideals, which makes the process of professional self‐construction in the classroom even more complicated. As such, I explore the notion of teacher identity development from the perspectives of those starting out in the profession and as well as experienced educators. I argue that problem of teacher identity development does not necessarily come to end as an educator grows more experienced.

Publication Information

Output type

Research Output:
Contribution to journal
Article
 Peer-review

Original language

English

Journal (Volume, Issue Number)

Journal of pedagogic development

Publication milestones

  • Published - 09/2018

Publication status

Published - 09/2018

ISSN

2047-3265

Publication IDs

  • handle.net: 10547/622896

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