Identity learning: the core process of educational change

“Geijsel and Meijers (2005) suggest that ‘today’s innovations require changes in teachers’ professional identity.”

“…és tanulás nemcsak tudatos, továbbá multidimenziós jellegű, a személyiség több rétegét is érintő folyamat: a szakmai fejlődés és tanulás így a tanári személyiség kialakulásának folyamata is egyben (Wenger, 1998; Timotsuk & Ugaste, 2010), azaz az identitás „tanulása” (Geijsel & Meijers, 2005).”

“Teacher identity formation is “a learning process” during which teachers try to “construct [an identity] with the help of culturally available building materials” (Geijsel & Meijers, 2005, pp. 423-424).”

“interpretations individuals attach to themselves, as related to the activities they participate in Geijsel and Meijers (2005).”

“This shift can prove challenging on many levels but particularly so as personal boundaries and existing views of ‘self’ are renegotiated (Geijsel & Meijers, 2005; Korthagen & Vasalos, 2005).”

“Emotions as mainly emotional experiences - > Identity learning (4) Geijsel and Meijers (2005); Jakhelln (2010); McNally et al. (2009); Meijers (2002)”

“I use an identity learning model proposed by Geijsel and Meijers (2005) to support the idea that border crossing promotes positive identity learning and this enhances people’s ability to work cross-culturally.”

“When learning environments fail to promote conceptual understanding, students may view mathematics as abstract and inaccessible, reinforcing anxiety and disengagement [10].”

“Scholars develop their academic selves through integrating past experiences, current roles, and future aspirations within the broader sociocultural context (Geijsel & Meijers, 2005).”

“If a situation is not personally made sense of by an individual, they lose an opportunity for the event to be integrated into their identity (Geijsel and Meijers, 2005).”

“…(Walkington, 2005), a teacher’s professional status (Gee, 2001), social position (Olsen, 2008), or as a product of a teacher’s society, interactions with others, and interpretations of their experiences (Gee, 2000; Geijsel & Meijers, 2005; Olsen, 2008; Slay & Smith, 2011; Sutherland et al.., 2010).”

“…activity and motivational factors has highlighted the dynamic and complex nature of PDL. Methodologically, our study contributes to the understanding of the role of the object-based research approach in the study of PDL (Granic and Hollenstein 2003, Geijsel and Meijers 2005, Larsen-Freeman 2012).”

“As with any significant or transformative learning process, however, critically examining and evolving one’s learning beliefs can be a disorienting process undoubtedly accompanied by a sense of tension, dissonance, instability, and uncertainty for most people [23,28].”

“This construction of the right moment among the people interviewed is related to the nature of disclosure as a boundary experience (Geijsel & Meijers, 2005; Meijers, 2002): a life episode identi fi ed as a highly emotional and a signi fi cant experience for the reconstruction of personal identity and…”

“Matthew and Jessel distinguish between reflection and reflexivity, explaining reflexivity is being self-aware within certain moments and situations and leads to a better understanding of those situations through a better understanding of ourselves [7].”

“…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).”

“Õpetamisoskuste kujunemise põhiteguriks peetakse õpetamistööks ettevalmistust ning selle puudumisel võib praktikul-õppejõul olla raske mõista õpetamise tähendust (nt Geijsel & Meijers, 2005; Moss, Springer, & Dehr, 2008).”

“Geijsel & Meijers (2005) asserts professional learning initiatives in a school can actually not take place until a teachers’ professional identity is modified, due to the emotional aspects required for assumptions, goals, and values to shift.”