The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
Identity learning: the core process of educational change
Abstract
The aim of this paper is to offer an additional perspective to the understanding of educational change processes by clarifying the significance of identity learning. Today’s innovations require changes in teachers’ professional identity. Identity learning involves a relation between social‐cognitive construction of new meanings and individual, emotional sense‐making of new experiences. This relationship between cognition and emotion asks for a strong learning environment: the question is whether schools provide these strong learning environments. To answer this question, the paper provides an overview of the existing knowledge about schools as contexts for teacher learning and change. It will become clear that the emotional side of the change process has been overlooked. A model for identity learning is presented, involving both meaning‐giving and sense‐making. Building on this model, it is discussed how school leaders can build strategies for the identity learning of teachers.
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Cited by
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A dialogical approach to conceptualizing teacher identity
Akkerman, S. F., & Meijer, P. C. (2011) · Teaching and Teacher Education · doi:10.1016/j.tate.2010.08.013 · Cited by 1,160
Sutherland, L., Howard, S., & Markauskaite, L. (2010) · Teaching and Teacher Education · doi:10.1016/j.tate.2009.06.006 · Cited by 443
Identity development as a lens to science teacher preparation
Luehmann, A. L. (2007) · Science Education · doi:10.1002/sce.20209 · Cited by 428
Vähäsantanen, K. (2015) · Teaching and Teacher Education · doi:10.1016/j.tate.2014.11.006 · Cited by 426
The imagined and the real: identifying the tensions for academic identity
Billot, J. (2010) · Higher Education Research & Development · doi:10.1080/07294360.2010.487201 · Cited by 290
“Identity becomes a process of development (Giddens, 1991; Henkel, 2000), which Whitchurch (2008) explains (through reference to Giddens, 1991) as having an ability to mature as the individual interprets, adapts and remodels behaviour.”
BackgroundInfluential
Metadata
- Authors
- Geijsel, F., & Meijers, F.
- Affiliations
- University of Amsterdam (NL)
- Venue
- Educational Studies
- Publisher
- Informa UK Limited
- Published
- 2005-12
- Volume
- 31
- Issue
- 4
- Pages
- 419-430
- ISSN
- 0305-5698 (ISSN-L)
- 1465-3400
- OpenAlex
- W1979537617
- Cited by
- 326
- References
- 0
- Citations by year
- 2026: 14 · 2025: 8 · 2024: 19 · 2023: 17 · 2022: 20 · 2021: 22 · 2020: 18 · 2019: 26 · 2018: 23 · 2017: 18 · 2016: 15 · 2015: 15 · 2014: 18 · 2013: 16 · 2012: 17
- FWCI
- 23.93
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Studies (publishedVersion)
- UvA-DARE (University of Amsterdam) (publishedVersion)
- Data Archiving and Networked Services (DANS) (submittedVersion)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Adult and Continuing Education Topics
- Social Sciences › Education › Innovative Education and Learning Practices
- Keywords
- identity learning, educational change, teacher identity, sensemaking, meaning-making, affective learning, school leadership, teacher learning, learning environment
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