ERIC Number: ED652135
Record Type: Non-Journal
Publication Date: 2024-May
Pages: 73
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
The Reform Logics of Teaching: How Institutionalized Conceptions of Teaching Shape Teacher Professional Identity. EdWorkingPaper No. 24-961
Maya Kaul
Annenberg Institute for School Reform at Brown University
Teachers' professional identities are the foundation of their practice. Previous scholarship has largely overlooked the extent to which the broader reform culture shapes teachers' professional identities. In this study, I draw on survey data from 950 teachers across four US states (California, New York, Florida, and Texas) to examine the extent to which teachers' professional identities are associated with what I term "institutionalized conceptions" of their roles. Across diverse state policy contexts, I find that teachers draw upon a shared set of institutionalized conceptions of their roles, which are associated with their professional identities. The findings suggest that the taken-for-granted ways society frames teaching may be associated with dimensions of teachers' professional identity, such as self-efficacy and professional commitment.
Descriptors: Teachers, Professional Identity, Teaching (Occupation), Teacher Role, Institutional Role, Teacher Attitudes, Self Concept
Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_Info@brown.edu; Web site: http://www.annenberginstitute.org
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Academy of Education (NAEd); Spencer Foundation; University of Pennsylvania; Institute of Education Sciences (ED)
Authoring Institution: Annenberg Institute for School Reform at Brown University
Identifiers - Location: California; New York; Florida; Texas
IES Funded: Yes
Grant or Contract Numbers: R305B200035