Teacher Identity under Reconstruction: Positional Analysis of Negotiations in an International Teacher Education Programme

Autor/inn/en	Zen, Satia; Ropo, Eero; Kupila, Päivi
Titel	Teacher Identity under Reconstruction: Positional Analysis of Negotiations in an International Teacher Education Programme
Quelle	In: Australian Journal of Teacher Education, 46 (2021) 4, S.63-80, Artikel 4 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1835-517X
Schlagwörter	Professional Identity; Teacher Education Programs; International Education; Masters Programs; Foreign Students; Educational Experience; Personal Narratives; Student Attitudes; Program Descriptions; Conflict; Natural Disasters; Teaching Methods; Learning Processes; Foreign Countries; Institutional Cooperation; Educational Cooperation; Indonesia; Finland + Suchen Sie Ihr Suchwort? Internationale Erziehung; Magister course; Magisterstudiengang; Bildungserfahrung; Erlebniserzählung; Schülerverhalten; Konflikt; Natural disaster; Naturkatastrophe; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Ausland; Institute; Co-operation; Cooperation; Institut; Kooperation; Education; cooperation; Indonesien; Finnland
Abstract	This paper explores the international learning experiences of Indonesian teachers participating in a Finnish master's degree programme as an identity reconstruction process. We study the participants' experiences based on dialogical identity construction to explore the positioning and repositioning occurring during an international learning experience. Given the conception of this experience as a boundary experience, repositioning is a way to create continuity and support the multiplicity of identity. From the narrative analysis of the participants' stories about the programme, we found that the participants' repositioning during the programme involved negotiation with temporality, sociality and spatiality. Throughout this process, the participants' understanding of their identities and practices evolved. The post-conflict and post-disaster context in Aceh, Indonesia, manifests itself through a unique constellation of positionings and stimulates new understandings of its impact on teaching and learning processes. This study contributes to understanding the international teacher programme as a repositioning process for teacher identity reconstruction that supports local meanings and has practical consequences. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01