Identity learning: the core process of educational change

“Identity has been interpreted as a sense of self representing an ongoing effort of making sense of who we are in a continuum which links the past with the present and future (Billiot, 2010; Geijsel & Meijers, 2005; Henkel, 2000).”

“Throughout the world, teacher professional identity has been considered a core process of educational reform (Geijsel & Meijers, 2005; Qin et al., 2021; van der Wal et al., 2019).”

“Together, these ‘boundary experiences’ – characterised by ‘conflict, shortcoming or inability’ (Geijsel and Meijers, 2005: 424) – appear to represent an important ‘turning-point’ (McAdams and Bowman, 2001) in her life.”

“Processes of reflection help student teachers refine their pre-teaching identity and formulate a more sophisticated understanding of their role and the scope of their work as teachers (Freese, 2006; Geijsel & Meijers, 2005; Korthagen & Vasalos, 2005).”

“The former breeds resentment and an adherence to the status quo, while the latter has the potential to effect real and lasting changes to practices that become embedded into a newly (re)formed school culture (Geijsel & Meijers, 2005).”

“Geijsel and Meijers (2005) introduce the temporal dimension of professional identity, according to which the ‘sense of self’ is connected with the past, present and future.”

“The transformation from expert trade worker to effective trades tutor may be envisioned as a process of identity formation transition (Billett & Somerville, 2004; Giejsel & Meijers, 2005), perhaps involving processes of ‘boundary crossing’ (Engestrom, 2004; Manathunga, 2007; Tanggaard, 2007).”

“Although identity learning has been viewed as a necessary part of professional learning for teachers in general (Geijsel & Meijers, 2005) and out-of-field mathematics teachers in particular (Bosse & Törner, 2015; Goos et al., 2019; Hobbs et al., 2022; Vale, 2010), Bobby’s ultimate resistance to…”

“…a significant role as student teachers attempt to refine their understanding of their role and the scope of their work and forge a more sophisticated professional identity, especially during the pre- and initial teaching stages (Freese 2006; Geijsel and Meijers 2005; Korthagen and Vasalos 2005).”

“Achieving a shift in paradigm by means of learning The development of an educational system which is supportive of the knowledge economy can be considered a radical change, or a paradigm shift (Van Aalst, 2001b; Kok, 2003; Van Emst, 2004; Geijsel & Meijers, 2005).”

“Identity learning often involves a boundary experience (cf. critical incident; Monereo, 2019) in which the individual experiences the limits of the existing self-concept, as the current identity configuration seems inadequate in a given context (Geijsel & Meijers, 2005).”

“Second, this study supports the research on personal and professional teacher identity carried out by Geijsel and Meijers (2005), indicating that reflection during an ITE can be considered the first step to enable identity learning.”

“On this personal level, researchers see the shaping of teacher identity as reciprocal interactions between emotions and experience in teaching contexts (Geijsel and Meijers, 2005).”

“…professional faculty and provide them with “transformative learning” (Mezirow, 1978) opportunities that result in “changes in [their] beliefs and behavior” and promote their long-term learning and growth (Geijsel & Meijers, 2005; Kelchtermans 2009, & Illeris 2014, as cited in Meijer, et al., 2017).”

“Likewise, the development of professional identity is seen as an area of competence (Geijsel and Meijers 2005).”

“(cid:129) foster cooperation and consensus on the basis of a clear and strategic management vision: initiating and keeping such a dialogue going demands trans-formational leadership (Geijsel & Meijers, 2005; Geijsel, Meijers, & Wardekker, 2007).”

“Instead, we engage in an ongoing effort of making sense of who we are, when situated in “past, present and future” experiences (Geijsel and Meijers, 2005, p. 423).”

“Acknowledging this requires reflection regarding how pre-and in-service teachers’ own personal beliefs, standpoints, worldviews, and lived experiences connects to the process of becoming and being a teacher (Beijaard, 2019; Geijsel & Meijers, 2005).”

“According to Geijsel and Meijers (2005) identity learning is necessary during periods of innovation and change. They claim that without changes in teachers’ personal identity sustainable changes in schools will not be possible. The OECD report (2013) suggests that the better use of available resources in education wou…”

“Since teacher identity is based on how teachers interpret their own experiences (Geijsel & Meijers, 2005), it is likely to have a low perception of teacher identity depending on the limited experiences of beginning teachers.”

“Another important perspective involves teachers’ emotions and self-image (Geijsel and Meijers 2005).”

“Geijsel and Meijers (2005) defined a boundary experience as a situation “when a person, trying to participate more fully (centrally) in a social practice, encounters a situation in which one is unable to function adequately because one cannot fully identify with the new situation and its…”

“Personal identity contributes to the performance of professional roles (Ball & Goodson, 1985; Geijsel & Meijers, 2005) because it informs the way professionals construe and construct their work (Kelchtermans, 1993; Stronach et al., 2002).”

“Our identity is thought to change in the context of our past, present and future experiences (Geijsel & Meijers, 2005); it is dynamic and influences the way in which we manage both our personal and working lives (Henkel, 2000).”

“Explicating identity issues—as in a gaze—means to be aware of one’s perspective on one’s position within society, one’s interactions with others, and one’s interpretations of experiences (Gee, 2000; Geijsel and Meijers, 2005).”

“Geijsel and Meijers (2005) suggest that emotions are critical to identity-forming process.”

“Similar to other aspects of identity, an individual’s professional identity is situated in their position within the society, their socializations and interactions with others in various social and cultural contexts and their interpretations of such experiences (Gee, 2000; Geijsel & Meijers, 2005).”

“One of the indispensable notions of teacher professional development is teacher professional identity, which indicates an individual perception of social status through interaction with experiences and problems arising from teaching context (Geijsel & Meijers, 2005; Menard–Warwick, 2011).”

“Geijsel and Meijers (2005) contend that teacher identity formation is informed by 492 | LEARNing Landscapes | Vol. 9, No. 2, Spring 2016 “interpretations [emphasis in original] of concepts as they exist in the culturally constructed worlds in which the person participates” (p. 425).”

“Personality and social environment are interconnected (Castells, 2004; Côte, 1996; Geijsel & Meijers, 2005), but professional identity is also guided by instrumental and authorities’ goals set at teacherhood stating when a teacher is qualified or expert (Jeans, 1996).”

“Empathy is a significant success factor and is brought into the teaching environment through the teacher’s personality, their world-view, and sense of their identity (Geijsel & Meijers, 2005).”

“Furthermore, Geijsel and Meijers (2005) argue that teacher identity involves reciprocal interactions between emotions and experience in teaching contexts.”

“More evidence-based research is often required to influence those with the power to facilitate and fund sweeping changes in the educational process (Goldenburg 2013). The dearth of empirical data about Africancentered education mirrors the dearth of research conducted on African-centered schools. Robinson and Jeremiah…”

“Geijsel and Meijers (2005) propose a model of Teacher Identity Learning that delineates a dynamic process of meaning-giving and sense-making wherein teachers continuously construct, negotiate, and transform their professional identities in response to changing educational contexts.”

“Like a personal identity, the professional identity consists of one ’ s position within society, one ’ s interactions with others and one ’ s interpretations of his/her experiences (Gee, 2000; Geijsel & Meijers, 2005).”

“Many researchers have aruged that teachers’ process of professional growth is at its core a process of identity development (Beijaard & Meijer, 2017; Friesen & Besley, 2013; Geijsel & Meijers, 2005; Rogers & Scott, 2008).”

“The findings supported by the study of Geijsel and Meijers (2005) that the integration of technology into blended learning classrooms engages teachers for preparing students for the twenty-first century and focus much more strongly on student exploration and learning.”

“…2006b; Duff & Uchida, 1997; Liamas, & Watt, 2010; Riley, 2007), research into researcher identity has been underrated; recently, some scholars have focused on professional identity as a key aspect of the identity of a person (Beijaard, Meijer, & Verloop, 2004; Gee, 2000; Geijsel & Meijers, 2005).”

“This study focused on the interactions between people and the environment, and, as the exploratory path, adopted openness, voicing, and enthusiastic perspectives (Geijsel & Meijers, 2005).”

“Geijsel and Meijers (2005) add that identity can be viewed as ‘the ever-changing configuration of interpretations that individuals attach to themselves, as related to the activities they participate in’.”

“Although research on teacher identity has becoming increasingly popular in recent years, most of the literature focuses on the identity formation of pre-service teachers and how their experiences contribute to professional identity formation (Geijsel & Meijers, 2005; Sutherland et al., 2010).”

“Las identidades de los estudiantes de profesorado son las que filtran aprendizajes, motivaciones y discursos y, por tanto, las formas en que asumen las prácticas de enseñanza y la comprensión de los procesos educativos (Geijsel y Meijers, 2005).”

“Constructing identity involves self-understanding and is related to one’s ability to make sense of their experiences and the world around them, which involves intellectual, and emotions (Alsup, 2006; Benson et al., 2013; Geijsel & Meijers, 2005; Rodgers & Scott, 2008).”

“Professional identity is influenced by the situations, interactions and interpretation of the individual's own experiences (Day, Elliot, & Kington, 2005; Geijsel & Meijers, 2005).”

“…pressure and the way educational culture in general and the culture of the school in particular value educational innovation (Uiterwijk-Luijk et al., 2017), the resources provided by the educational setting (Geijsel & Meijers, 2005) and the existing classroom design and rules (Naraian, 2010).”

“…analysis of teacher-identity formation and selfreflective perception is important in K–12 systems (Cheng et al., 2009; Coldron & Smith, 1999; Geijsel & Meijers, 2005; Hall, 2010; Hong, 2010; D. Joseph & Heading, 2010; Robinson & Timperley, 2007; Shockley et al., 2008; Thomas & Beauchamp,…”

“…this period, pre-teaching identity is refined through the processes of reflection as the student teachers develop a more sophisticated understanding of their work as teachers through their formal studies and their work in schools and classrooms (Geijsel & Meijers, 2005; Korthagen & Vasalos, 2005).”

“Research (Geijsel & Meijers, 2005) indicates that change for teachers involves both the social reconstruction of their role as teachers and reflection upon what classroom instruction looks like from this new perspective.”

“…current roles, and future related expectations, denotes a multidimensional approach that is regarding how the individual defines themselves, how she constructs themselves based on the relationships with her social environment, and how this process evolves over time (Geijsel and Meijers, 2005).”

“These dynamics mediate the development of mutual understanding and shared values (Geijsel & Meijers, 2005; Maitlis & Christianson, 2014; Dougherty et al., 2000).”

“Geijsel and Meijers (2005) described early-career teaching as a period of identity learning predicated on processes of self-interpretation that can be experienced both positively and negatively.”