Fostering identities: critical representations of teachers

Faulkner, J 2006, 'Fostering identities: critical representations of teachers' in Gloria Latham, Mindy Blaise, Shelley Dole, Julie Faulkner, Josephine Lang, and Karen Malone (ed.) Learning to Teach: New Times, New Practices, Oxford University Press, South Melbourne, Victoria, pp. 139-156.


Document type: Book Chapter
Collection: Book Chapters

Title Fostering identities: critical representations of teachers
Author(s) Faulkner, J
Year 2006
Title of book Learning to Teach: New Times, New Practices
Publisher Oxford University Press
Place of publication South Melbourne, Victoria
Editor(s) Gloria Latham, Mindy Blaise, Shelley Dole, Julie Faulkner, Josephine Lang, and Karen Malone
Start page 139
End page 156
Subjects Primary Education (excl. Maori)
Summary A preservice teacher holds a range of beliefs about what it is to be a teacher. These beliefs are based on his/her prior experience as a teacher, his/her exposure to classroom models of teaching, and images of teachers represented through the media. Other representations are often derived from personal experiences, which may be romanticised. This chapter explores popular representations of teachers in some detail, examining where they come from, why they are significant, and how they influence teaching approaches and perceptions. It examines framing theory, discourse, and critical approaches to unpack the constructions of three fictional teachers, questioning how teachers could conceptualise their own practice differently. [Author abstract, ed]
Copyright notice © 2006 Oxford University Press
Keyword(s) Identification (Psychology)
Popular culture
Self concept
Teacher attitudes
Teacher beliefs
Teacher role
ISBN 9780195552805
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