Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 354-374 |
| Journal | Research Papers in Education |
| Volume | 33 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - 2018 |
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Changes over time in teachers' interpersonal role identity. / van der Want, A.C.; den Brok, P.J.; Beijaard, D.; Brekelmans, J.M.G.; Claessens, L.; Pennings, H.J.M.
In: Research Papers in Education, Vol. 33, No. 3, 2018, p. 354-374.Research output: Contribution to journal › Article › Academic › peer-review
TY - JOUR
T1 - Changes over time in teachers' interpersonal role identity
AU - van der Want, A.C.
AU - den Brok, P.J.
AU - Beijaard, D.
AU - Brekelmans, J.M.G.
AU - Claessens, L.
AU - Pennings, H.J.M.
PY - 2018
Y1 - 2018
N2 - Interpersonal relationships between teachers and students play a crucial role in teachers’ professional identity, yet have hardly been focused on in research. This study aimed to explore teachers’ interpersonal role identity over time by focusing on teachers’ appraisals of classroom situations and the relation with their interpersonal identity standards. Semi-structured and video-stimulated interviews were conducted with 24 teachers in 2011 and 2013. Between 2011 and 2013, 18 teachers changed their appraisal and/or their identity standard. The appraisals of specific situations became less stressful, interpersonal identity standards showed more control and more affiliation and the match between the appraisals of specific situations and the interpersonal identity standards increased. The concept of role identities offered a promising theoretical framework for research on teacher identity and teacher–student relationships and at the same time can be a practical tool for supporting teachers’ identity development.
AB - Interpersonal relationships between teachers and students play a crucial role in teachers’ professional identity, yet have hardly been focused on in research. This study aimed to explore teachers’ interpersonal role identity over time by focusing on teachers’ appraisals of classroom situations and the relation with their interpersonal identity standards. Semi-structured and video-stimulated interviews were conducted with 24 teachers in 2011 and 2013. Between 2011 and 2013, 18 teachers changed their appraisal and/or their identity standard. The appraisals of specific situations became less stressful, interpersonal identity standards showed more control and more affiliation and the match between the appraisals of specific situations and the interpersonal identity standards increased. The concept of role identities offered a promising theoretical framework for research on teacher identity and teacher–student relationships and at the same time can be a practical tool for supporting teachers’ identity development.
U2 - 10.1080/02671522.2017.1302501
DO - 10.1080/02671522.2017.1302501
M3 - Article
VL - 33
SP - 354
EP - 374
JO - Research Papers in Education
JF - Research Papers in Education
SN - 0267-1522
IS - 3
ER -