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Informationen zum Autor Patrick M. Jenlink is Regents Professor in the Department of Secondary Education and Educational Leadership, James I. Perkins College of Education, Stephen F. Austin State University. Klappentext Teacher Identity and the Struggle for Recognition examines the nature of identity and recognition as social, cultural, and political constructs. In particular, the contributing authors to the book present discussions of the professional work necessary in teacher preparation programs concerned with preparing teachers for the complexities of teaching in schools that mirror an increasingly diverse society. Inhaltsverzeichnis Preface Introduction: Teacher Identity: The Nature of Invisibility and the Need for recognition Patrick M. Jenlink Section I: The Meaning of Identity - Understanding Teacher Identity in a Diverse Society Chapter 1 - The Metamorphosis of Teacher Identity: An Intersection of Ethnic Consciousness, Self-Conceptualization, and Belief Systems Ellen Riojas Clark and Belinda Bustos Flores Chapter 2 - Guardian of the Status Quo or Agent of Change?: An Exploration of the Role of Identity in the School Lorraine S. Gilpin and Delores D. Liston Chapter 3- Teacher Identity and Intersubjective Experience Mary Catherine Niño Chapter 4 - Tensions in Teachers' Identities as Educators for Social Justice Karen Sirna and Richard Tinning Section II: Pedagogical Considerations in Shaping Teacher Identity - Raising Identity Awareness Chapter 5 - The Hazards of Engaging Teacher Identity in a Pre-Service Middle Level Program Cynthia C. Reyes and Penny A. Bishop Chapter 6 - New Teachers as Cultural Workers: Cultivating a Wide-Awake Consciousness of Identity Rosalie M. Romano Chapter 7 - Becoming a Teacher: A Cross-Cultural Analysis of Motivation and Teacher Identity Formation Ann Nevin, Lori Bradshaw, Maria Cardelle-Elawar, and Rosario Diaz-Greenburg Chapter 8 - An Exchange Between Black and White Teacher Educators: Healing, Teaching, Perils and Possibilities Jean Moule and Ken Winograd Chapter 9 - Identity in Cultural Perspective: How it Matters to Teachers and Teaching Susan Florio-Ruane Section III: Gender, Sexual Orientation, and Teacher Identity - Embracing Politics and Professionalism Chapter 10 - The Irony of Women Teachers' Beliefs About Gender Michele Kahn Chapter 11 - From As if to What if: Interrogating Power, Agency, Space, and Self in the Feminized Position of Teacher Mary Catherine Niño Chapter 12 - Personal, Professional, and Political Identities of Lesbian Teachers Darline Hunter, Michele Kahn, and Lezlie Gless Section IV: Identity Formation - Writing and Reading Teacher Identity Chapter 13 - Teacher-Candidates and Writer Identity: The Elephant in the Room Linda Fernsten and Pamela Hollander Chapter 14 - Using Literature-Based Strategies with New Teachers to Complicate What They Know about Identity Beth Berghoff and Kerry Hoffman Chapter 15 - Gaining Ideological Clarity: Constructing Positions on Race and Class in Teacher Preparation Jane Murray Agee Section V: Contextualizing Teacher Identity - Situating the Teacher Self Chapter 16 - The Challenge to Care: Personal Reflections of a Black Woman Teacher Educator's Struggle to Establish Legitimacy in the College Classroom Marlene Munn Joseph Chapter 17 - Developing a Contextualized Teacher Identity: Embracing the Culture of the Borderlands Judith H. Munter, Beverley Calvo, Nancy Tafoya, and Sylvia Trillo Chapter 18 - Enseñanza de la Otro: Engaging Mexican Origin Students as an African-American Outsider Violet R. Johnson Jones Chapter 19 - Bilingual Pre-Service Teachers' Conocimientos: Shifting and Evolving Consciousness Lilliana P. Saldaña and Josephine Méndez-Negrete Section VI: Being, Becoming a Teacher - Reflections on Teacher Identity
