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SUMMARY:Exploratory Study of Teacher Identity in Changing Times:  In searc
 h of frameworks and definitions - Dr Liz Winter\, Dr Ros McLellan\, Dr Ole
 na Fimyar
DTSTART:20140218T170000Z
DTEND:20140218T183000Z
UID:TALK52932@talks.cam.ac.uk
CONTACT:Laura Carnicero
DESCRIPTION:This presentation has two purposes: to attempt to chart the te
 acher identity of school teachers within Kazakhstan\; and\, to inform upon
  methods of educational research appropriate to a Kazakhstani. The researc
 h described here\, firstly\, examined how Kazakhstani teachers construct t
 hemselves. Secondly\, it inquired as to how teachers have adapted or are a
 dapting to change against a backdrop of sweeping educational reform. To po
 sition this\, a theoretical framework was required\; so Korthagen’s (200
 4) conceptual framework for teacher identity\, where mission dictates iden
 tity\, was contrasted with the model proposed by Beijaard Meijer and Verlo
 op (2003). Beijaard Meijer and Verloop (2003) offer four interacting featu
 res for consideration: teacher identity is an ongoing process\; it involve
 s interplay between person and context\; it may consist of sub-identities\
 ; and\, teachers are agents in creating their own understanding of the rol
 e. Part of the purpose of the research (and this seminar) is to discuss th
 e fit \nof Western models of teacher identity in a fast-changing\, post-so
 viet context. Data were drawn from a large mixed methods research project 
 comprising interviews and survey in three regions in Kazakhstan. The surve
 y instrument was based upon two existing scales: beliefs regarding assessm
 ent (James & Pedder\, 2006) and items to examine more general teachers’ 
 beliefs (OECD\, 2008). Factor analysis of the initial data produced three 
 areas upon which items loaded to represent: interaction with students to c
 heck learning\; authority over these students to create a particular learn
 ing environment and the development of students’ thinking. These feature
 s are set against the qualitative \ndata that affords depth and narrative 
 to changes in the profession and professional landscape.
LOCATION: Faculty of Education\, 184 Hills Road\, Cambridge\, CB2 8PQ\, DM
 B\, Room 2S7
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